What does it mean to be outdoor educating

1
What does it mean to be outdoor educating?

• Terry Gunn

2

• If ever conducted, we would probably be alarmed
  at, or wouldnt want to see the results of a
  research study that examined the effects of our
  profession on the destruction of our
  interpersonal and family relationships. (Gass,
  1998, p.16)
• School staff made 910 stress claims in the five
  years to 2000, while police, prison and fire
  brigade staff made 995. (Webber, 2001, p.1)

3

• Gass (1998) argues that the very attributes that
  make outdoor educators effective, for example
• Independence,
• strong commitment,
• lifestyle investment,
• are the ones that most threaten their longevity
  in the field because of
• lack of community,
• lack of self-care,
• impact on personal relationships.

4

• Dinham Scott (1996) identified as sources of
  teacher dissatisfaction and, consequently,
  stressors
• Student behaviour,
• effects of work on family,
• negative community view of teachers,
• educational change,
• increased workload,
• salary,
• amongst many others.

5
Outdoor Education Offered in Victorian Secondary
Schools (2001)Note. Adapted from The Nature
and Scope of Outdoor Education in Victorian
Schools, by A. Lugg, and P. Martin, 2001,
Australian Journal of Outdoor Education, 5(2),
pp.42-48.
6
Gender 11 males, 7 females although the two that
dropped out were male Location 6 were from
Melbourne and Geelong while the rest from a range
of Victorian country areas Experience about
one-third had been teaching for 3 years or less
State/Private 9 taught in private schools
although again that included the two withdrawals
Training approximately half the participants
had outdoor education training Levels two
thirds taught at both senior and middle school,
while most of the remainder taught at senior
levels only. There were a total of 113
individual responses.
7
1. As an outdoor educator, what do you do? 2.
What are the best things about outdoor education
teaching? 3. What are the worst things about
outdoor education teaching? 4. What are the best
things about teaching? 5. What are the worst
things about teaching?
8

• bushwalking (ranging from single day to four day
  walks),
• road cycling and mountain bike riding,
• rock climbing and abseiling,
• orienteering and rogaining,
• high ropes course,
• cross country and down hill skiing, snow camping,
  snow shoeing,
• solo expeditions,
• horse riding,
• base camping,
• caving.

9

• River based activities included
•         rafting,
•         canoeing,
•         swimming,
•         river sledding.
• Marine activities included
• swimming,
• surfing,
• sea kayaking,
• snorkeling,
• scuba diving (although the latter only occurred
  in a pool environment).

10

• The following sites were used for the land based
  (non-alpine) activities
• Arapiles,
• Barmah Forest on the Murray River,
• Cathedral Ranges State Park,
• Gippsland Lakes region,
• Grampians National Park,
• Lorne Angahook State Park (now part of the Otways
  National Park),
• Marysville,
• Organ Pipes National Park,
• Otways National Park,

11

• Rubicon area,
• Staughtonvale,
• Strathbogie Ranges,
• Surfcoast,
• Warrandyte,
• Wilsons Promontory National Park,
• Yarra Ranges,
• You Yangs Regional Park.

12
The alpine activities occurred at        
Bogong High Plains,         Dinner Plain,
        Falls Creek,         Lake Mountain,
        Mount Baw Baw,         Mount
Buller,         Mount Stirling,         New
South Wales alpine area.  
13

• The inland waters used included
• Big River,
• Broken River,
• Gippsland Lakes,
• Merri Creek,
• Mitchell River,
• Murray River,
• Yarra River

14

• Organisation pre-trip
• reconnaissance
• negotiating dates
• booking accommodation, activity providers,
  equipment, transport, other staff, sites
• forms
• cancellations
• parent meetings, parent concerns
• funding
• student information, skills teaching
• collating student choices

15

• Organisation - on trip
• changing plans
• emergency procedures
• visiting sites
• Organisation post-trip
• equipment
• debriefs
• student follow up

16

• Organisational issues
• optional trips
• paper work
• finding staff
• other staff
• money
• Equipment

17

• Teaching
• Outcomes
• skills
• personal development
• environmental appreciation
• BUT VERY FEW REFERENCES TO ABOVE
• Public relations
• Professional development
• Personal experiences

18
The best Relationships as discussed previously,
once a week I go across the road with a group of
4 current year 12 students who did outdoor ed
last year for coffee. This is generally the
highlight of my working week - does not bode well
for next year. (Campbell) The final night of our
second multi night hike we had heaps of stories,
both deep and light hearted, lots of fun and
laughs and a really comfortable, honest and
decent atmosphere all created by the students,
but something that we as the adults were equally
a part of and no more or less a rewarding and
fun moment. (Samantha)  
19
The best Fun Diving with the Dolphins and Seals
and witnessing the excitement of the kids when
they were in with these mammals. (Wonder)   Hang
out afternoons, where the snow was deep and soft
and the students could play on a gentle slope, no
poles, limited skiing skills and they had heaps
of fun and played well together for a good couple
of hours. (Samantha)
20
Challenging And seeing them deal really well
with having a huge snake only a few metres from
their sleeping spot (under tarps)
(Shane)   Seeing students achieve things they
never thought possible. Seeing students idea of
challenge change from one of "this is hard" to
one of "this experience will make me stronger".
(Bill)
21
The best Enthusiasm and motivation Teaching many
motivated and enthusiastic students (Anne)   The
intensive period spent working with six students
on alpine school application was great good
reminder what students are capable of if they are
engaged. (Campbell)
22
The best Positive feedback It's also great to
know they love what I am offering.
(Kate)   Reading students logbooks regarding
their feelings about being in a National Park and
away from their regular lives. Hearing positive
feedback about the 5 day camp HARD BUT IM GLAD
I DID IT type stuff. (Paul)  
23
The outdoors definitely the field trips,
especially the 3 day trip - the experience of
overnight trips with students is what makes
teaching outdoor ed unique (Campbell)   I love
being out on trips usually feel less tired than
spending the time at school. (Kate)   Having a
fantastic time with 15 students at Mittagundi.
Great group.Great five days. Its makes all the
organisational things worthwhile. (Lynette)  
24
Environment/weather Seeing the awesome power of
the environment when we were out on a program and
had a huge storm and watching the students deal
with this. (Len) How beautiful the bush is in
winter, the snow and the cold, its all just
amazing, definitely my favourite time of the year
up here. It doesnt get better than mid-winter up
here. (Samantha) Having longer daylight hours and
warmer weather so the hikes can be a little bit
more relaxed and less teacher driven in terms of
safety.(Samantha)
25
Success? Seeing the students get so much out of
going away together even in Yr 11 (Beth)   Seeing
students leave with a real sense that you have
made a difference in their lives and shared
valuable experiences with them. (Bill)
26
The worst Students It is challenging to deal with
the students who choose OES as a slack option and
dont give a damn about the work
(Campbell)   Putting up with kids in class who
now have prioritized OE as a non compulsory
element of the VCE. They stay behind with lame
parental supported excuses and cause trip costs
to be burdened onto other students in the trip. I
really hate these kids and next year missing a
trip will be an automatic FAIL! (Wonder)  
27
Frustrations Discipline Smart-arsed teenage
boys. (David)   The current group are at times
unco-operative and full of complaints.All they
want to do is their own thing and not work as
part of a team. (Lynette)   Arrogance. Trying to
dictate to me (theyre bigger and more of them
too!) Throwing fish and chips in front of cars
so seagulls swoop and are nearly taken out by
cars. Pushing down trees on walk. (Don)
28
Physical and mental fatigue Having decreased
energy levels thus not allowing you to achieve
the outcomes you want to, and know you can
achieve. (Bill) Tired and fatigued after camps.
(Mick) Burn out exhausted, body worn out and no
time to recover. (Don)
29
Frustrations Paperwork/organisation Booking
venues, organizing activities, paper work
(David) Making hundreds of phone calls to
organize trips, gear, staffing etc. Never get
through on the first attempt and struggle to find
time to make calls. (Kate) How the hell do I
organize new camps when Im a full-time
teacher?????? (Don)
30
Lack of recognition Not considered as an
important teacher / the subject outdoor education
not viewed as a serious part of the curriculum
(Anne) not being recognised for the skills,
experience expertise which O/ed staff bring to
the school and subsequently the programs being
run.(Matt) I was employed as an OE/Science
teacher, so I guess it is part of my job. But if
this is the case, then why am I paid the same as
another teacher who works way less hours per week
than I am, does not have to have addition quals,
the additional responsibility, to use their own
equipment for their work, or have to undertake
updates in first aid etc in their holidays? (Don)
31
LACK OF RECOGNITION/CREDIBILITY
?
LACK OF EFFECTIVE LANGUAGE
32
Home and work organizing the home front, kids
looked after, picked up etc., whilst organising
the big picture, juggling all aspects of a
program, transport, staff gear logistics etc.
(Beth) it really is only the extra time demands
that I resent. Coordinating at Middle School
takes a bit of time, add on the "extra" (relative
to a 23 class room periods teacher) time that
outdoor ed demands and it becomes tricky to
balance work and family (Campbell)
33
Other staff Some staff, in staff meetings, have
reacted to the Alpine School students extended
break from school as a waste of time and they
would be better having their normal quality
Maths English exercises (Jock) Dealing with
negative, ageing Year 8 pastoral staff who do not
want to camp out or walk at all (or even attend a
residential camp) (Shane) Having the old staff
whinging about kids being out of school on a
trip. Will they ever get over this! (Wonder)  
34
Best teaching Students Seeing the students really
enjoying the new project, the freedom
responding to the responsibility we gave them by
naturally being responsible! (Beth) Seeing
students produce quality work and being proud
that they have achieved a difficult task.
(Bill) Seeing students work hard and be
successful. We had a lot of sporting
competitions in March through interschool sport
and there were lots of personal best times and
pleasing team results/effort. Some teams did not
win a match at Volleyball but tried hard and made
great progress and were very enthusiastic.
(Lynette)
35

• Teaching - success
• Two weeks ago I had a brilliant teaching moment
  having convinced one of my Year 10 students to
  return to school after quitting, leaving home and
  substance abusing. Her best friend (who I also
  counsel from time to time) presented me with some
  roses in class and thanked me for getting her
  back. It's nice to feel appreciated! (Kate)
• Holidays
• Staff interaction
• Professional Development
• Work environment - The people I work with, the
  things I learn on a daily basis, the curriculum,
  the philosophy and so forth are just some of the
  best things about my job. (Sam)

36

• Worst teaching
• Home and work
• There is always so much work I want to get done,
  and with family commitments, my love of doing
  heaps of exercise, going to Melbourne for PD,
  outside of work commitments, being a home owner I
  am really feeling the pressures of lack of time
  and real adult like stressors for the fist time
  in my life. (Sam)
• Not being able to do family things because you
  are either too busy or too tired. A lame excuse.
  (Lynette)
• having nightmares about school! (Maureen)
• Students
• disengaged
• discipline

37

• School/Department
• busyness
• meetings
• staff relations
• leadership
• time
• parents