Book Review on Outdoor Education or Adventure Learning 3

Ken Gilbertson, Timothy Bates, Terry McLaughlin and Alan Ewert

Outdoor Education Methods and Strategies

United States of America: Ken Gilbertson, Timothy Bates, Terry McLaughlin and Alan Ewert, 2006

224pp. US $46.00

ISBN – 13: 978-0-7360-4709-8

ISBN – 10: 0-7360-4709-3

The purpose for the authors to write this book is to help all educators who uses outdoor as a learning setting. This book clearly defined teaching methods for people who teach in a variety of organizations including schools, government agencies etc. These methods apply to many subject areas such as physical education, science education, environmental studies and recreation. This book wills benefits both new and veteran in provoking students’ awareness appreciation and knowledge of the outdoors. 

This book intends to help to identify and use the best methods for the participants. It covers definitions of outdoor education, fundamental learning theories, professional expectations of the outdoor educator, how to structure a lesson, and an extensive set of educational methods and their best application to foster optimal learning.

The authors try to allow us to have a better understanding of why they use certain teaching methods to meet the different needs of the participants by having some real-life example, example to express that experience doesn’t equal to ability to teach, they have real-life stories to help us to understand better at page 18. To allow us to visualize better of certain theories and how we can approach the participants, it consists of several of diagrams and pictures example the Priest’s model of outdoor education at page 5 and outdoor education being a blend of various subject area at page 6.

The authors also mentioned that different people have different learning styles and multiple – intelligence. The authors believed that people rarely have only one type of intelligence, which most people are able to adept in both physical abilities and cognitive intelligence. A person tends to be stronger or more intelligent in one or two areas rather than all of them. According to Garner, there are eight types of intelligence; verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and naturalist. This can found at page 38 where it says in detail on the Garner theory.

The authors also clearly mentioned that doing of feedback and assessment is important in assisting the success rate of the camp or the learning process. According to the authors, they felt that most of the outdoor educators treat education as an action that the teacher, not the student, engages in. Many educators may not think of assessment as part of outdoor education. Assessment was not expected in non formal settings and not done in informal settings in the original definition of formal, non formal, and informal education (Tamir 1990). This can be found at page 96 – 97 of the book.

In conclusion this book gives us lots of detail on the teaching methods, learning style and the importance of feedbacks. This will assist both new and experienced teachers in this field to be more assured of what they are doing and that they will be more aware of what they can do to bring out the awareness toward the students or participants. 

Book Review on Outdoor Education or Adventure Learning 2

Dick Prouty, Jane Panicucci & Rufus Collinson

Adventure Education Theory and Applications

United States of America: Project Adventure, 2007

264pp. US $32.00

ISBN - 13: 978-0-7360-6179-7

ISBN – 10: 0-7360-6179-7

The purpose for the authors to write this book is to allow us to explore adventure education, look at history, philosophy, cornerstone concepts, key outcomes and current context of adventure education through the eyes of some of the experts in this field. This book also aims to empower many people to find meaningful roles in designing, leading and implementing one of the fastest-growing and most effective types of education.

In this book, it has a greater detail in term of the history of how Adventure Education or came about. There are 2 sections of the book that stated the history of Adventure Education. First section comes from page 6 –page 11, it stated clearly the milestone and achievement of Adventure Education. Second section comes at page 20 – page 21 of the book that states the history of Adventure Education.  By understanding the history of Adventure Education, we can easily grasp the concept and apply this concept.

In this book, it also stated the several philosophies and theories. At page 23, it clearly states the philosophy. At page 26 – page 27, it clearly states the various psychological theories and sociological theories. For example, the theory on optimal arousal, it is more for novelty, variety, and change are important variables in psychological health.

In this book, it is very special as it consists of several people who are in various jobs and how the job is liked. For example, at page 30, it stated a master degree in recreation with emphasis in outdoor recreation, David Calvin, and that how his job is like. It clearly states why David Calvin likes the job that he is doing. This could act as an encouragement for those who are already in this industry and at least some ideas for those who are intending to step into this industry.

In the other books, there are no exact assessment tool that help for last minute changes to the plan. In this book, it stated an assessment tool call GRABBSS. This is a useful tool in assisting last minute changes. By having goals (how this activity relate to the goals of the group), readiness (do the group have the relevant skills to do the activity), affect (are the students high or low on energy?), behavior (are the group being agreeable or disruptive?), body (the group are ready for such physically challenged activity?), setting (what are the physical conditions of the setting) and stage (which stage of group development is the group at?), we can know if this activity is the right choice.

This book is also special because this is the only book that states how a teacher should mange risks. This book clearly states how to manage the physical risk and emotional risks. It has diagram to even assist teachers to help them in visualizing and decide if the activity should be continues.

In conclusion, this book helps us in understanding the history, philosophy, key outcomes and about the GRABBSS which most of the books do not have. By having this book, it is definitely a great help for all the novice and advance teachers or instructor to be more sure of what they are doing and to give them a clearer guideline.

Book Review on Outdoor Education or Adventure Learning 1

Camille J. Bunting

Interdisciplinary Teaching Through Outdoor Education

United States of America: Camille J. Bunting, 2006

256pp. US $33.00

ISBN – 13: 978-0-7360-5502-4

ISBN – 10: 0-7360-5502-9

The purpose for the author to write this book it is to give a basic introduction to what outdoor education is, how it has developed, the social psychology theories that provide a basis for its methodology and its success, and some relevant research findings, to provide several topical units designed specifically for teaching outdoor adventure activities to adolescent students and lastly to serve as an integrated resource that highlights character qualities and reinforces academic curriculum standards in a way that enhances students’ ability to make interdisciplinary connections.

This book is to assist teachers to deliver Outdoor Education easier without spending large amount of time looking through overloaded of information. Although there are many books on specific topics and activities encompassed by outdoor education, very few are written to help teachers in organizing and to deliver interdisciplinary lessons using adventure activities. This will help teachers to shorten the time for planning and allows teachers to give a try with outdoor education.

The author has clearly shown the different character qualities that can be seen through certain activities. At page 17, it clearly highlighted the character qualities that tend to be easily seen in outdoor activities or teach in an outdoor setting. For example, most activities work best when students cooperate, and when cooperation is not present success is usually more difficult or diminished. Rather than just talking about and role-playing positive character qualities, outdoor education activities use real demonstrations and practice sessions.

The author clearly stated the different theories and how it can be used in the various activities. These games help teachers to choose their games wisely as the final outcome are stated and thus assist teachers to finalize their games quickly. These games not just fulfill the theories (e.g Maslow’s Hierarchy of needs, theory of Optimal Arousal… e.t.c) it also fulfill certain character traits that could be expected out from them. For example for trust games at page 46 of the book, trustworthy a way of affirming them and help them to excel in the process.

The author used both primary and secondary sources to help teachers to visualize and to be active in applying such skills into the games. Primary sources include references to different philosophies ideas, mind map and diagram to show and allow teachers to have clearer understanding on various philosophy theories. 

In conclusion, this book will help us in understanding the games that we create or form out will or will not be successful in achieving expected results. This book will also help teachers who are either new or experienced to the outdoor education a clear understanding and strong foundation in it. This book may not cater to pupils below age 10, but at least we can have it as a reference to reflect on the games that we formed.

Attachment @ Shuqun Primary Essay 2

How does your organisation measure the effectiveness of its programmes? Why is this important?

There are many ways to measure the effectiveness of its programmes; one of the most commonly used in Shuqun Primary is Surveys or Feedback.

This is the concept of effectiveness of the programmes. According to Devon and his staff, they have a research that by having a hierarchy of organisational mission and purpose which will come then produce a macro goals and objective and lastly formed the micro goals and objectives.

It started off with Shuqun’s philosophy, mission and purpose which it is to enable exploration with experiential learning through outdoor lesson. Next we have different programmes for different level of students to learn and explore. The larger program of goals and objectives of Shuqun is to create a leader or star in every Shuqun students with knowledge, skills and values to make a positive contribution back to human process. Finally the micro goals and objectives of each individual programmes or camps that attributes back to mission and larger program and goals.

There are 3 different evaluations that can be done, goal based evaluation and process evaluation and outcomes – based evaluation. For Shuqun Primary, we usually do outcomes – based evaluation. This is because we need to identify the major outcomes that we want to examine or verify for the program and to reflect if it link back to the mission and that if the program impacts the pupils.

Although by doing questionnaires, surveys and checklists have it disadvantages; it at least allows us quickly and/or easily gets lots of information from people in a non-threatening way. Pupils are too young to understand the concept of the surveys and that they tend to get confuse if are to do other methods so by doing questionnaire at least they can choose and easily get the non-biased feedback.

According to a research done by the free management library of North Minneapolis, Minnesota, these are the challenges that are expected to face when using questionnaire as the resource of evaluating. The feedback might not be clearly identify, the wording can be bias to client’s response, they can be not personal and that in the surveys, may need sampling experts and most of the time it is hard to get the full story.

After having the surveys/checklists and questionnaires being done up, collating of the data and coming with the statistic will help the school in understanding if the program have achieve the micro goals and objectives. If the micro goals and objectives have been achieved, it will then go into the macro goals and objectives which finally will result in the organisational mission and purpose. The school’s methodology differs from most of the schools which also the main key reason to why evaluating of such program is important.

By doing evaluating, we can check if the methodology that we uses on our pupils work or not. This will then ensure that our pupils are achieving to their full potential if our methodology works and if it does not work, our pupils will not be able to do their fullest. Evaluating will help us to keep in check if the program are fulfilling the macro program goals and objectives and lastly to satisfy Shuqun’s philosophy.

In conclusion, Shuqun’s way of evaluating could result in bias response but the possibility is low therefore resulting that the method is successful in indicating if the program is fulfilling to the organisational philosophy.

Resources:

Martin, Bruce. "Outdoor leadership: theory and practice - Google Books." Google Books. N.p., n.d. Web. 1 Apr. 2011. <http://books.google.com.sg/books?id=D4ewmFjesOcC&pg=PA226&lpg=PA226&dq=how+to+evaluate+outdoor+adventure+learning&source=bl&ots=iVu6j4rSqj&sig=Uepf5_e4skT7NI0W1uSVQnXb7u4&hl=en&ei=qN2TTYLSMcLMcMrg1aUH&sa=X&oi=book_result&ct=result&resnum=10&ved=0CFgQ6AEwC>

evaluation, the, and the more efficient you can be in your evaluation. "Basic Guide to Program Evaluation (Including Many Additional Resources)." Free Management Library (SM). N.p., n.d. Web. 5 Apr. 2011. <http://managementhelp.org/evaluatn/fnl_eval.htm>.

Attachment @ Shuqun Primary Outing 2

Zoo Trip with P3s


Objectives

The objectives for the pupils to do on the day of visit to the zoo is to learn about the diversity of the animal kingdom, to solve a few word problems based on scenarios at the zoo and lastly is to write a journal to a friend about their day at the zoo.

For the 3 different days that I have went, there were different a slight variation to the route that is taken including rest time.

Day 1

For Day 1 I was with class 3A2, Mr Kenny Goh’s class. There were little breaks as the Mdm Morni was rushing from one exhibition to another exhibition. Most pupils do not have enough time to finish taking down the notes either from our flash cards or from the notice board. Most of the time, pupils have a hard time even noticing the animals as they take a slightly longer time to identify the animals or to take a photo of the animals.

In between different destinations there was lack of time for pupils to rest or even to take a sip of water. I am choosing to believe that most of the teachers have recce the place and they must have lookout for toilets so that pupils can have their toilet breaks. But during the first day trip, from my memory, there was not much toilet break. From the time table that is shown, there is suppose to be 2 toilet break session but there was only one toilet break session.

Pupils for the first day have a longer breaks compared to the other 2 days. They have at least 20 minutes more break than the rest of the pupils. This would clearly say that the timing was not managed properly. Pupils were restless and they were more tired than before as they spend more time waiting then to see the animals. It makes it harder to drag them to see the animals.

Day 2

I was not given any class to follow so I just decided to follow the first class which is Ms Nurdiana’s class. At first all the pupils were able to follow the instructions before the trams come appear at the wild Africa side which is starting from the Nyala/Gnu. For this particular class, they have toilet break at the Forest Lodge before we move on. So most of the pupils are behaving themselves but like mentioned before they start to misbehave after seeing Nyala.

At this station, I then realised that Ms Nurdiana’s class do not need much attention when compared to the other two classes such as Ms Cheong Gui Ying and especially Ms Zheng Minghui. For Ms Cheong Gui Ying’s class, there was another teacher there therefore it was not misbehaving as much as Ms Zheng Ming Hui’s class. Ms Zheng Ming Hui, from my point of view, tried to be fierce but not fierce enough to draw attention to the danger that might be involved in the trip. I had to become a bad person, and yelled at them. Tram is coming to their way and there was a line of 6 when asked to line up in twos quickly. I do not know what to do but all I know is that their safety comes first so I yelled at them. After the tram has passed by, I shouted to the group that line up in 6s. I was totally disgusted by the way the pupils behave. They do not have the sense of urgency or sense of danger.

For B cluster, we did not see at least 2 to 3 animals. We missed out on the frogs, proboscis monkey and the penguin. Penguin may have glance but not really see as they were almost lacking of time for breaks before the show. Students see the different kind of monkeys but that is not according to the trail that is stated on the paper. I do understand at times it is okay to not follow the trails. But apparently I do not think that by missing out the frogs and proboscis monkey is good for them as the pupils might share what happen during the trips and found out that they missed out on these they might not feel good about it. Throughout the trip, Ms Zheng Ming Hui’s class is really the worst class compared to the other classes that I have taken and been before. I really wondered what I should do to get the attention of the pupils when such things happen.

Day 3

This is the last day for the 3 different clusters. I followed Mr Zhang Si’er’s class as it is like the day before we have more than enough teachers and PSG to help out on that day. There was not much incident that happens throughout the day. All three classes are on their best behaviour. I wondered was it because it is the C cluster and thus they are behaving better. They have a sense of urgency in them that makes it easier to get them to line up in twos and see the reason to why we want them to be in twos.

Mr Zhang Si’er actually scolded one of the pupils in his class. I do not really know what the real reason is for him to scold that particular pupil so fierce that the zoo attendant actually came and ask me what exactly happen. I was asked for information on the incident but I only gave the name of the school and the teacher’s name (Mr Zhang). I told the person in charge that any other information she will need to ask Mr Zhang directly. I do not really know the reason. I would have not given any information if they are going to ask about the incident that happened. I hope I have not landed the school into trouble or landed Mr Zhang into trouble.

After the show ended one of the pupils from Mr Zhang’s class felt giddy and want to vomit. After checking her, I realised that there are 2 reasons to why she is feeling that way. She did not have breakfast before the trip and that during the trip when I reminded them to drink their water, she did not even drink. From this I predicted that she is just dehydrated and hungry. I started to get her to drink sip of water slowly until the buggy come to bring her to a cooler area to rest. While resting at the rest area provided by the Zoo, the zoo attendant brought her some breads and milo for her to eat. After munching finish, she felt better and energetic. I guess next time I will prepare some bread for such emergency.

All 3 Days

There was not much facilitation seen in the trip. Due to the number of pupils in each classes is not the same but it is still too much in facilitating the class. I agree that it is good for the whole class to move together. But there is a problem. One exhibition can hold at most 30 – 40 pupils at one go, this resulted that when all 3 different classes are all gathered there, it is hard for the pupils to see the animals and pushing was seen in the process of seeing the animals.

If the pupils of each class are split to 2 different group, group A and group B, it will help the pupils to stay focus easily and that even if the pupils try to misbehave, at least we can easily identify them and put them into another group. If the worry is that the PSG is unable to facilitate the group well, then I believe that we can hold a session to teach them on facilitation skills so that there could be better quality is given to the pupils and that they will not feel last minute given work.

Most of the pupils do not have the time to complete every question in the worksheet. Since the notes did not have the time to complete, I believe that most of the pupils have not complete word problem scenarios and to write a journal.

Most of the classes do not have last man to help in assisting the teachers in ensuring the numbers of pupils are correct.

Solutions:

Firstly I think the routes should be clearly identified and that all teachers should have racee before the trip. This is to ensure that every teacher know what to do and where to go in case of emergency. All PSG and interns should be briefed a day before or an hour early before the activity to ensure that they are clear about what they are going to do in the trip. I think it is also important for the teacher in charge to inform the PSG and intern who are the pupils that tend to misbehave easily so that PSG and intern can be on the lookout.

I think it is better that teacher have planned the route with breaks so that they can ensure that pupils will have sufficient breaks and have enough time to do their notes. If possible it is wiser for teachers to come up with the worksheet that follow the routes so that it is easier for pupils to copy their notes.

In term of facilitation, I think it is better for the teachers to be given a portable mike so that they are easier to talk to the whole group of students.

That’s the end of my reflection.

Attachment @ Shuqun Primary Outing 1

Zoo Trip with P1s

30^th March – 1^st April 2011

For the 3 days I was out with the Primary 1 pupils to Singapore Zoological Garden.

These are the objectives of the outdoor lesson. It is to allow them to identify the different animals they can see at zoo, observe and write short notes on an animal that interest them, count the number of farm animals found at Rainforest KidzWorld and lastly to make an addition and a subtraction story based on the information collected at the Rainforest KidzWorld.

I felt that the Primary 1 pupils fulfilled the objectives of why we brought them to zoo. There is no incidents in bring the kids around as the kids from all the 3 different clusters are all obedience and that they have the sense of urgency which from my point of view the sense of urgency and sense of danger at this age is not as great as Primary 3 students. After taking 3 different groups of pupils over the past few days, I realized something, Primary 1 and Primary 2 students seems to have more sense of urgency and danger when compared.

The Primary 1 pupils were able to identify the different animals that they see at the zoo. They were able to observe and write short notes on the animals that interest them. They were able to count accurately the number of farm animals that are supposed to be found at the Rainforest KidzWorld. They have a clearer understanding about how the farm animals look like. The 2 different shows that are watched, shows a clear view on the different animals how cute they look, how big size the dogs are but they have the same feeling and attitude of a human being.

The only problem for the trip  is that the teachers are unsure of the route that is suppose to walked and that for the animals that are not seen are listed in the worksheet. This is not that good for the pupils as they tend to compare answer and that most of the answer may not be right as they did not see it or they seen it and not mark it. For the pen house the number of rabbits was a problem. Why is it so? Simply the teachers are unsure which pens to use or have the teachers to mark all the 5 pens. It causes confusion for the pupils that they were totally unsure if they are doing correctly.

Pupils were not given much toilet breaks. This is because teachers were not sure where the toilets were or if there were toilet, it was limited with 2 or 3 cubicles. I have to bring the pupils to other toilets which were a distance away from the venue where the rest of the class is. I feel honored to do so but I felt that if all the pupils are there together at the same venue at least they will not have the chance to misbehave.

Pupils did not have enough water. Although we teachers also brought a few bottles of water, but it was not enough to satisfy the needs of the pupils. Most of the pupils would have finished their bottle of water by the time we reached Rainforest KidzWorld. Due to the lack of knowledge, we were unable to locate the place where the pupils can refill their water. I understand that there was a consideration for the pupils to bring at least 1L of water but because it may be too heavy for the pupils to carry around and therefore it was scrapped off. So I am unsure how we can go about doing it beside asking the Zoo to provide a water point or allowing the pupils to buy water from vending machine.

Overall for the P1 zoo trip, it was quite fine as most of the teachers are well prepared with the essential items although at the first day there were 2 classes missing from the first show as they were lost and that most of the teachers were unsure of the routes.

Relationship that never seems to START!

Relationship

Someday I just wondered when is the right time to get into a relationship and to be thinking further. What are the key pointers that make up or called a good relationship? I am totally clueless about it.

When you thought you have grasped it, but you then realized that it is not yet. I thought I have the full knowledge to handle both him and our both side of our family. But I now realized that I am not there. I am so childish. I need to think further than that. He is there for me all the time but I am not. I do not even feel that I ever want to go further than him being my best friend.

At first I thought it was my feeling that it is because I am fat that resulted that I withdraw from being open about my relationship. But as time goes by, it is not just fat; it is also my commitment toward relationship. I do not see myself committing to anything especially in term of relationship. Clarification it is not a normal relationship that I am talking about. It is about Boy and Girl Relationship (BGR). I do not see or want to commit. Simply working life makes things more realistic and resulting that I see different things from different perspective.

Making it is working that makes things really different. By working full time and working part time is totally different which make life more realistic. When working part time, I am still quite sheltered by my parents resulting that I am still ignorant to a lot of things. But when I start having attachment, I start to understand even better and get to be less ignorant to things. Being less ignorant to things resulting that I see how realistic and how harsh the world is.

Hoping not to make the wrong decision and therefore delayed from communicating my real thoughts/family discussion that I had with him. In relationship over 2 years and with at least 1½ years trying to delay from telling exactly how I feel how I want how I think. Why so, simply just do not want to hurt him. I hurt him more than ever. I feel stupid and dumb. I know so many ‘no, no’ yet I break every single ‘no, no’.

I am not a very good leader, because I pull him to do things that are ‘no, no’. I should have stand up for the ‘no, no’. Clarification: Against the rules of my parents equal to the no, no. I feel so hard to concentrate at work now. I have 2 good colleagues who are NIE trainees. I am afraid to cry in front of them. I am afraid to cry in front of my supervisor. I am even more afraid to cry in front of students if I accidentally lose my control. It is my entire fault for going too fast in a relationship. I should have put a break and go slow, but no we went slightly too fast. In my parents’ eye we are too fast, and now trying to break and go slow, he finds it hard to understand me. He felt that I treated him not even as a friend. My entire fault, should have break. If I have break it early, it would not have resulted in this. 

Sigh. Me ah, just think too much and then went into a relationship and then break up like how a typical happens. Ha. Ha.

Sigh. With my hood up, trying to cover my red eyes or tears that suddenly flow, I hope that no one will see or notice those tears and red eyes. Focus. You can do it Ruth! J

21st Century Girl?

Someone please tell me this is so not happening to kids? 

This is so sad. A sad life for our coming generation. I wondered. As we get richer with knowledges and capabilities to provide our future generation with the newest technology in the world does that mean that they must and become like some gang leader at such an young age. God knows what is going on and what will happen with our future.....

Give your comment. I would love to hear from you. :)

Attachment @ Shuqun Primary (Food)

Food that energies me.... forget to take my favorite breakfast meal which is Mee Rebus. ....

Attachment @ Shuqun Primary Essay 1

Must you give choices to your participants when they undergo adventure- learning programmes? When would you not give choices?

Adventure learning programmes refer to interpersonal growth or educational skills that interlink with certain physical skills that is learnt in an outdoor environment concept.

Let’s further break it down into a much detailed details on the two varied details that is given to us. Interpersonal growth/educational skills, refers to the different values and attitude that can be instil into the participants and for physical skills that is learnt in an outdoor environment concept could be learning to pitch a tent or learning to cook in an outdoor environment.

Now that we have a clearer view about what is an adventure learning programmes, we can now go into a debate about giving choices. There are two usual ways that most instructors in a company would do to empower their participants in doing but because the company that I am in is a school setting, most of the time we will allow participants to have choices to a certain extent.

Let me give an example, a group of pupils from Hong Kong came to Shuqun for an annual programme; “Friends for LIFE”. They are supposed to try out a few of the outdoor activities that were prepared by the teachers from Shuqun. These three elements were selected; flying fox, abseiling and bouldering. Most of pupils were trying such elements for the very first time; therefore it is expected to see them in fear.

There was a particular student, he was extremely afraid of height but at the same time wanted to try out flying fox. When it was his turn, he was quite hesitant and when he sits onto the edge of the building he started crying. An instructor from Exponent was there to encourage him to try. But when he started crying our principal told the instructor to give him choices. There are 3 choices which are to wait for the next pupils to go first then come back to him or he wants to go right then or he do not want to try at all. The pupil picked the first choice, which after his friend have went down via flying fox, he was still hesitant and started to cry again when he sits at the edge of the building. He was then pulled out from the activity by choice. When he was being interviewed, he learnt that he needs to be stronger in term of mental fight. He replied that he really wanted to try but because his mind was giving him all sort of fear that he cannot get his body to move so that he can try.

From this example we can see that choices was given to the pupils and that the pupils have decided not to go through it even though his friends have shown him that it was not as frightening as it is.

Let see from another example, same scenario the only difference was the choice. The pupil is a girl, and she cried, exactly same 3 choices but she picked the 3^rd choice which was to give it a try. She completed the element and when being interviewed; she learnt that in everything that she does, she must have the courage to take her first step and whether success or fail, it is not important at all but experience was all it takes.

From the two examples, we can see that even though a choice that was make by the pupils are different, but both pupils learned different things which actually makes an impact in their life. According to Schoel, Prouty and Radcliffe in 1988, describe the 3 different choices that can be given; chance to try in a support and caring environment, a chance for them to back off if self doubt is too much, trying is more important than performance. These 3 different choices could impact participants’ life directly or indirectly.

From another research done by Keith McRae (1990), enhancing of personal qualities and abilities is rank 4 with 62.8% of a cohort of students from Christchurch Secondary School in Sydney. The survey was split into 4 different parts; outdoor, personal, social and environmental concern. In the survey, personal upgrading was in the 3^rd and 4^th positions after the outdoor aspect. This shows that in an outdoor environment by giving choices, students or participants are more aware of the different choices that they make and enhance their personal qualities and abilities.

In conclusion, giving participants choices allow participants to decide and to make a better decision for themselves. This will also train them to make better choices in real life situation. Therefore it is a must to give students or participants choices.

References:

Neill, J. T. (1997, January 20). Outdoor Education in the Schools: What can it achieve?. http://wilderdom.com. Retrieved March 30, 2011, from wilderdom.com/pdf/Neill1997SchoolsOE.pdf

Priest, S. & Gass, M.A. (2005). Empowering clients. In S. Priest & M. A. Gass. Effective leadership in adventure programming (2^nd ed.), (pp. 186-187). Champaign, IL: Human Kinetics.


Comment from Facilitator:
Well-researched and written. Your conclusions about giving participants choices are correct. It's also important that whatever choices the participants make, the experience must be facilitated to achieve meaningful learning outcomes.


Grade: A

Attachment @ Shuqun Primary Event 2

This is the second important event at Shuqun Primary. It is the W7 Cluster camp 2011.

Date: 14th March - 15th March 2011

Reflection of W7 Cluster Camp 2011

Let me first describe what is exactly this camp is about.  This camp is actually a leadership camp, it is to let them to understand and apply basic principles of leadership skills in their respective school settings. The W7 cluster teachers hope that through this camp, they will be able to overcome the fears and challenges of a primary school leader, becoming an overcoming leader of courage, character and care and lastly to learn to communicate better with their peers. These are the participating schools; Fuhua Primary, Jurong Primary, Lakeside Primary and Shuqun Primary.

For this camp, the W7 cluster teachers engaged vendor to help in assisting them in completing these objectives. This vendor is none other than Camp High Achievers (CHA). This camp takes place in Shuqun Primary School compound.

There are a few main games that actually affect the students and from there they were graded accordingly to the skills. These skills are influence, initiative, care, commitment and respect which Shuqun teachers felt that it is essential for leaders to have.

These are the few main games: Hort Park Race, Candle War and Dry Rafting.

Hort Park Race:

It is just a race that involves pacing and orienteering. But because it was raining and there was Cat 1 (Lightning Alert). This meant that it is impossible to start the race. So the trainers started to give them strings to learn how to tie timber hitch. Although it was just a short time, they were able to make the lash look like timber hitch.

After that we started the pacing journey up Mount Faber. It was tedious to me as I am not as active as before so I felt very tiring and exhausted but I decided to look as if it was not tiring at all to the kids. This is because I remember that as an instructor you must look professional in term of being fit at all times. The group that I was with is quite pampered kids. Simply because they were complaining about the rain and do not know how to wear raincoat.

The instructors do not know how to encourage them or give them words of affirmation to get them going. It seems like only the teachers are the one giving words of affirmation to the students and encouraging them. I felt that as if the teachers are the instructor, as an instructor should be more confident and should be the one encouraging them at all times. If using what I learn, motivation is a way to get them to develop a realistic view of themselves but if the instructors do not even bother to explain how would the students know what they are in for? That is what I feel.

Leadership skills are supposed to be seen in them during the camp. But from my point of view I do not really see it in them. For example in my group, the instructor wants the student to express their view on a mural that is at Mount Faber and guess what, everyone just stand there and do absolutely nothing. The instructor just keep saying quickly, faster but apparently nothing happens. Only after my prompting of what they have learn during the workshop, the instructor then recall that she needs to puts what they have learn into practice.

Their OIC have already given them some hints about how to go about in this camp yet we as teachers still need to prompt the students about what they should do so that they can complete a task faster, then that is a bit pointless of hiring such instructors. I feel that the instructors are not equipped with the skills that can bring the students up to the level that the schools are expecting.

Candle War:

The CHA have an interesting game that actually can test the integrity of the leaders. I find this really prove the integrity level in the leaders. For my team, they often complained to me about how other teams blow their light away and how other team strategy to cheat. The instructor in charge keep explaining that other teams cheat is their problems; the most important thing is that their own team is not doing against their integrity. This then gives them the confidence and that they are doing the right way.

I am not saying for other teams as I do not really know what was going through their minds when they are strategizing it. If I am do say about it, I felt that the instructor really need to emphasis more about integrity to their teams like my instructor did. But for an overall, it was debrief that actually I felt it impact the students further. This is because it really emphasis on integrity and that why it is important to have integrity when playing games and even in real life.

Although the games were played differently between the 3 different ICs, but I felt that it should impact them in the same way.

Dry Rafting:

This is the last game of the camp. Basically students are given 4 poles, rafra strings, a hula hoop and newspaper. They are to form a shape of a raft with 4 poles and rafra string and banner with hula hoop and newspaper. After they have formed the raft and banner, a few balls are given to them, they are to throw the balls into the banner and when the banner breaks, the team is then out of the game. I felt that this game is interesting in term of getting the students to think of solutions but at the same time, facilitators should not just teach about how to tie the different lashing but at the same time to get those who have grasp the concept to teach.

Firstly by doing so we can ensure that students who have learnt are sure of what they are doing. Secondly, by doing so we can ensure that students are able to put what they have learnt into use by teaching others; this act as a way of revision. But most of the instructors did not really do so and that I have a strong belief those students have long forgotten these lashes after the camp.

There was an incident about the group not being that co-operative which result a girl was accidentally fell down, with no injuries of course. The girl after one part of the game decided not to play the game anymore as she felt that she was wronged by other people and that she felt being ignored by a few of the members in the team. The instructor did not do anything about it. I felt that if I was the instructor, I would have asked my other instructors to help out in watching out while I would have gone to talk with the girl.

By having discussion with the girl and encourage the girl in doing a few things and debrief with her, we can get from her understanding what exactly she feel before, during and after the game. This will then fulfill the fact as an instructor in term of being inspiring instructor.

Conclusion:

After the camp, I was doing up the statistic, and I have a discussion with two different in-charge and I have two different answers. OIC want to ignore those who are scoring pure 1 or 1 – 2 marks per traits while vice principal hope to give them more training or room for improvement. My ideas are that students who are counselors should be given more training while those who are not, do not really need to be given training. If I am to follow the school’s motto, vision and core values, I would have agreed with vice principal to give them more trainings.

Recommendation:

This should be more of a follow-up but since it is my reflection it is a recommendation to me. I feel that since we have 30/49 students who are student councellor, I would advise that we could give them some things to plan for, for example planning for speech day/prize presentation day, planning a carnival/fundraising for Japan or even as simple as planning for a teachers’ day celebration. This is because they can put what they have learnt from the camp into use and that through the planning process we can see how much they have learnt.

Not forgetting our CCA leaders, I would suggest that by having them to take initiative to host events. Although they are only primary school, I believe that they can do miraculous things when given a chance to show what they really have in mind. This is still not possible to be done without the help of the instructors/teachers/principals. Simply because there might be a need to use school fund for certain events, such as teachers’ day, that is definitely given for.

With this in mind I felt that the feedback that the instructor have given are quite subjective and that maybe those who are scoring pure 1 or 1-2 marks per traits would shine brighter than those who are scoring well. This is because certain students just do not like camps so they do not do well but when they are given a role to lead in an event, they might excel in it.

After events are done, we would have even more clear ideas about who are the students that really have leadership qualities in them and who do not have.  

Leaders are not leaders if they are not given a chance to lead but if everyone is a leader who then will be a follower. I think this is still a debatable question that no one can prove it wrong nor prove it right.

More to come for Attachment @ Shuqun Primary School.... :)

Attachment @ Shuqun Primary

Dates of the event is not accordingly because only now I have the time to blog about the event. Best right? Yup I know.

Date: 1st March 2011 - 3rd March 2011

Reflection on Friends for LIFE

First thing, I think I will need to clarify what exactly is Friends for LIFE? This is actually a culture exchange program for Hong Kong students (TMMs) and Shuqun students. It is usually over a period of 4 days. This program mostly is for Shuqun Primary 4 students to get to know more about the culture of the world and to allow TMMs students to know more about the culture of Singapore which is different from theirs.

Day 1: Bouldering Wall

On the first day, they have the usual ice-breaking games and deinhibitisers which to break down barriers between Shuqun students and TMMs students. Most of Shuqun students are able to break the ice and get to know their buddies but a minority of TMMs students are unable to step out of their comfort zone to communicate with their buddies especially when the main language conversation between Shuqun students and TMMs students is English.

After lunch, I helped out with Mr. Lau with bouldering. It was suppose to be an easy task as there was no much danger that can be involve in the process. But when the activity started, it proved me wrong. There was a major problem which was to get the students of TMMs to focus. This is simply tough as most of them are more interested in the flying fox which is up at third stories and is right behind the bouldering wall. But with the experience of Mr. Lau, we managed to get all the students of TMMs to try and have Shuqun students to support their buddies. That is with self efficacy theory. Mr. Lau told me that because there is way too much distraction and that flying fox is definitely more interesting than bouldering, we need to make use of their emotional arousal to get their attention.

I was thinking with just verbal persuasion or vicarious experiences will get their attention to try out. But I was proved wrong again with the distraction of watching their friends flying pass and landing, it is impossible to get them to focus on the bouldering wall. Mr. Lau told me that if we are able to turn their focus to something that other group do not have, we will be able to get them to try it out. It is by emotional arousal we can get their attention. All the other stations do not have any present but for our bouldering wall, we have small gifts that bear Shuqun logo. In this way, we got TMMs students to try and have their buddies (Shuqun) to help.

But there were other dangers around, which most of the students are not aware of. I myself was not aware of until all the activities have been going on for 5 – 10 minutes. The flying fox rope produces friction which means that it produces heat which might result in rope burn if the students are too close to the rope. Most of the student from Shuqun knows about the danger so they do not touch or even to hold the rope. But TMMs do not know about the danger that is being involved that they have to be told many times not to do so. I am unsure if it is because of language barrier or was my English pronunciation that bad that they are unable to understand me. But I was reconfirmed by TMMs teachers that most of their students have a hard time in mastering English so there could be a chance that they do not understand.

There was an incident that I felt that TMMs teachers should be more aware of the danger of bouldering walls and low elements. When Mr. Lau knows that there was no more group coming and a few of our teachers are interested in trying out flying fox, I was left in charge of two stations which I decided to close bouldering station and focus on flying fox. Next thing I know TMMs students were all climbing the bouldering walls all at one go. It is dangerous as the second person was climbing so close to the first person that if the first person let go, there is a high chance that the second person will be injured.

Since I was put in charge as of that two stations and that I have decided to close bouldering wall to help those teachers that are doing flying fox, I have to inform TMMs teachers that the bouldering wall is closed and that the rest of the low elements are originally out of bound so if any injuries happen after I have tell them, Shuqun will not be responsible for it.

I am pondering about how to solve the issue on ensuring safety of the students. If we place a red tape to mark the place where the students can sit or to stay in, could it reduce the injuries from unsupervised play? It is a question that I am thinking as I felt that if this is minimize then student will have no possibility of having heat burn.

Oh well, day one ended with no injuries and most of the students have fun and that those that are at bouldering wall tried climbing it.

Day 2: Field Trip to Chinatown and Little India

Day two, it is an outdoor field trip for both TMMs and Shuqun students. The objective for Chinatown, it is to understand the different religions that co-exist in one place and for Little India; it is to learn about Henna art. I was in charge of ensuring that all group arrived at Chinatown on time and go off to Little India or going back to Shuqun at the exact time.

For the first part of the day, it was quite alright for them to arrive early or on time. According to the time slot that was given by TMMs, I was expecting a few groups to reach to leave for Little India. Unexpectedly, I found out from Shuqun teachers that they have a different schedule from the one that is given by TMMs. I get to know only during the transition period, and realized that the interchange was the crowded with at least 9 groups, with 6 groups are queuing up to get their tickets to travel to Little India.

I was wondering if the timing for both schools was to be the same then the interchange might not be so crowded. Not just timing issue. There is a problem in conveying message to from overall-in-charge to checkpoint IC. I was suppose to head over to Little India after the first group leave from Chinatown, but when I was there, the other checkpoint IC was still there and then we realized that message was not passed down to me. I guessed that just by attending briefing talks do not allow us the checkpoint IC to be clear of what we are doing. So maybe we should have a checkpoint meeting so that we can be clear.

Third Day: Jurong Bird Park

I was to follow them as a safety officer, but due to lack of staff, I was given a role of facilitating. Looking at the map, I was unsure of how the whole event was going to turn out. Even though I was taught that I should be prepared for all sort of event. But because I was a safety officer, I did not prepare anything. When I am suddenly switched, I was prepared with neither food nor water.

On the journey, I was to guide them through the various attractions and ensure that they complete their booklet. But as the day wears on, I was asked by Shuqun students if they can buy food even though bread and cakes were given to them. I asked TMMs students if they are hungry, they say not. I pondered over it and realized that it was the different timing of break that affects it. At the 9.25am, Shuqun students are to have their meal while TMMs students are to have theirs at 10.45am. This is an hour different that affects the rate of hunger.

Most of Shuqun students felt tired and lethargic after the Penguin expedition when they know that they need to walk a long distance to Lori Loft. I have to keep encouraging them to keep moving on. By directing their hunger to completing feeding at Lori Loft, allows them to stays focus and quickly complete their task. I guess if I was told about my role before hand, I would have prepared food for the group and that the students will be able to focus better. But at the same time I felt that the school could inform their students to bring a few of tidbits/biscuits/bread so that if they are hungry they can still have food to munch on.

Day 4: Sending off

I was not involved but that is one of the thing that Shuqun students have to do. They are to send TMMs student off at airport.

Conclusion:

I guess overall I was quite prepared for the unexpected only Jurong Bird Park just stunned me. I felt that from this journey I learnt that communication with students and teachers are the key thing to succeed in completing the task that is on hand. If our communication system breaks down, there is a higher chance that the whole event will fail even though I am in charge of a minor role most of the time in the journey.

That is just the first event for my attachment....