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It could be very difficult sometimes but with much patience and calm everyone can do it

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Managing students outside the class is important to leave space to the children and let their skills to be improved. It can be done through parks, playing areas and walks

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Valerio Italy
I think that Knowing how to manage a class is the most important thing

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I think that the most impotant thing about teaching outside the classroom should be the safety for the students. In fact, i think that to improve learning and safety, students should be divided in more groups.

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Taking children outside the class is the best way to improve their ability and skills in learning

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It is important for the students to have rules that they know and to follow the rules. Also the activities must be fun and interactive and collaborative.

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Taking the students outside the classroom as much as possible will create more memorable lessons. I agree with the suggestions already mentioned.

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Gülşen Güler Ceylan/ İstanbul from Türkiye

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Gülşen Güler Ceylan/ İstanbul from Türkiye

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A lot of preparation is required for an out-of-class activity. Lesson planning, limitations, possible dangers, omissions, precautions must be reviewed beforehand. A checklist can be helpful for this.

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For the students, outside is atractive. They respect the rules and like the activities.

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Reading the tips for holding an outdoor class, I found myself in the importance of good basic planning.

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It takes a lot of preparation to get out of the classroom. The main thing is the safety of students.

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A lesson plan is made with objectives, tasks to be performed, materials used and expected results.

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Giving responsibility for each student or group is the best method,I think.

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I move it to an environment suitable for the subject to attract the attention of the students.

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Learning is a very special process. Every situation experienced in this process is recorded in our subconscious. Just like a camera records special moments.

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My pupils know every time we get outside we gave a set of rules that they have to follow, otherwise we go back to class. We usually go outside for nature exploring activities, play and exercise, outdoor reading activities and so on.

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I' m afraid I don't have any magical tips; I only have to prepare beforehand as good as possible and try to stimulate their interest in classroom to insure they collaborate freely and happily.

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WITH MY STUDENTS, WE PLANNED AN ACTIVITY TO OBSERVE THE NATURAL ENVIRONMENT AND TAKE A NATURE WALK OUTSIDE THE SCHOOL FOR OUR ETWINNG PROJECT.
MY STUDENTS HAVE THE SKILLS AT SCHOOL TO PROVIDE WHAT THEY SEE AND WHAT THEY HAVEN'T OBSERVED ABOUT TO OTHER FRIENDS AT SCHOOL.
THEY SHOWED THEIR EXPERIENCES WITH THEIR OWN VIDEOS AND PHOTOS.

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I don't have much new to add. My students have been really nice kids till now and what ever we do and where ever we go, it's usually enough to set rules - clear and not too complicated ones - and they follow them.

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We read a book outside. We mixed the soil. We examined the worm. We looked at the trees. We learned to throw and catch the ball.

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Visit historical buildings and monuments in the area around the school

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Field visits

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Good deal strategy: listening to instructions and adhering to agreed rules.

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What we will learn outside, what kind of activity we will do, the teams, the rules, the rules of departure, talk and plan all the details.

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Before leaving the classroom, I agree on rules of conduct with students, form groups, and share assignments. This way we avoid shouting, confusion and idleness on the field.

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A good strategy for learning outside the classroom would be lessons held in museums, factories, exhibitions.

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A good planning of the activity, preparation of materials in advance, working with materials from nature, working in teams/pairs, suggestions of activities proposed by students.

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My pupils are preschool kids and I use outdoor activity to let them experience nature AND English as a foreign language. I followed the advice not to tell too much about what they are going to do outside: this way their curiosity is vivid, they keep focused and always keep an eye on me or on their mates to find out what they are expected to do. I repeat things in English, they do not understand on the spot, but when they guess correctly or when they act the right way, I praise them, so they know they were right.

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Our activity is called -Cleaning MANGALIA beach
The students were accompanied by a teacher
The students needed bags and gloves
They were divided into 4 teams and each team had a name and a leader
space has been divided WHERE THEY HAVE COLLECTED GARBAGE

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Maybe a good idea is to prepare students before you go out of the classroom for the subject and the purpose of the activity. They can propose and write "The rules of a good explorer". They can be seperated in groups. Each team will take on a responsibility when visiting the field

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I have to plan the activity in detail. I also prepare alternative plans by considering the risks. Students love to study outside, but the risks are also high.

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If the place they visit is interesting, they will be careful. I tell them that when we return to the classroom they will receive a questionnaire from what they saw to make them pay attention!

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I would prepare a few plans to reduce the risks. In order to be able to decide immediately in possible situations. First experiences will always be difficult. This should not upset us

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A very organised lesson plan with small tasks where students can work in groups. Materials and all necessary equipment must be ready

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I work with secondary students, and I usually involve students in all planning of outdoor activities. When they have an active rool preparing activities, they are more autonomous and they are more involved - and that it is very important to learning! This is an example of our activities: https://www.sulinformacao.pt/en/tag/outdoor-classroom-day/

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Recently, we used the playground for a singing activity to support the idea of peace. The kids formed groups and sang a song in chorus, which was later divided in classroom activities, so they fully understood the topic. They also created a poster in the playground related to their idea of peace.

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Being able to let go is very important. We take students on study and exchange trips to foreign countries and it's important to let them take control. I have them organize the program - for example during our exchange with SAJC, Singapore. Students organized the schedule, they contacted different interesting people, institutions, museums in English, had to communicate times, places, prices. They navigated the group during the whole day - and were mostly doing it correctly. Super proud of their achievements too!

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Organize students in smaller groups with instructions to follow. All the groups will have the same activities or goals but in different sequence.

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Before we start the activities in groups I tell them where and when to meet at the end of the activity. I also ensure them where I will be, just in case.

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I don't really do too many outdoor activities, but I'm hoping this will change after this course. On the occasions when I do take students outside, I try to make them accountable for what they do usually by giving them checklists or lists of tasks they have to finish. I like using technology alongside these outdoor activities, so I ask them to take photos of things they find or use QR codes to get to new tasks. This way it is easier for me to manage students and their work.

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checklist Have you done the following:•Have you decided on your routine of lining up with the kids and how to get out of school?•Have you identified a suitable gathering and activity place to help children gather quickly?•Have you identified circle games, other games and activities that children and you know, such as traditional playground games? Consider how these can be tailored to the benefit and themes of the lesson and used in outdoor sessions.•Have you planned outdoor sessions based on the ideas in this book or elsewhere?•Have you planned how these sessions can be continued in the classroom or in the next outdoor lesson?•Do you have alternative indoor activities if necessary?You can use these ideas to accustom children to being outdoors, as a lesson on their own, or to prepare them for a main lesson, such as math, science, grammar, music, or social sciences

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I work with young children. Before we go out, I make a preparation for the class, I tell them what we will do, I assign them tasks and responsibilities. Every child is free to propose homework, to make observations and to research

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Before the activity, I give the instructions as clear as possible and set behaviourial expectations not to have any trouble during the activity. I want to make sure that all of my students are aware of their responsibilities. I believe that preparing the students for the activity well enough helps us manage the students outside the classroom.

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Before starting the activity, students will receive instructions or responsibilities. Dividing students into small groups would be an advantageous method. Gathering and filing information is very important.

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BEFORE
The educator has all materials prepared and ready for student use.
The educator uses visual markers to clarify the areas of the outdoor garden classroom that will be in use (i.e. flags, chalk, etc.)
Garden educator begins class with a ritual or consistent routine
The educator uses a story, challenge, or mystery to build curiosity and excitement in students before launching into content; the hook is “sticky”.

DURING
The educator consistently uses attention getters that appeal to students.
The educator employs multiple learning modalities such as visual, reading/
writing, kinesthetic, auditory, and/or songs/chants/catchy phrases.
The educator uses a calm, well-paced, loud, and clear voice to instruct
He/She uses language that is easily understood by students.
The educator keeps instructions concise
and checks for understanding of instructions.

AFTER
The educator gives students time to reflect on lesson.
Clean-up is efficient and effective.

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It is important to motivate pupils before going out with what and why we are going outside classroom , give them some elements they are going to meet outside in order to create enthusiasm and readiness for action !

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A good method that can be used in  teaching outside the classroom is to divide students into groups and share worksheets with specific activities.

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Giving responsibilities and counting them on.

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A. BEFORE
1. I would do a preparation with the students before the outside the classroom leasson.
2. I would divide the pupils into groups.
3. I would assign the target of the lesson.
4. There were be a research of the subject to explore.
5. Announcements of the criteria of the tasks

DURING
1. The pupils will have written tasks
2. They will take notes, pictures, videos
3. Time for exploration, time for discussion
4. Breaks for thinking and relaxing

AFTER
1. Organizing the trip documentation
2. Discussions
3. Presentation of the findings
3. Self and peer evaluation based on the criteria.

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A possible teaching practice is to split the class in groups (beforehand) and assign responsibilities (as group leaders) to the most 'naughty' kids. I find that small groups (not more than 4 per group) are more effective

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There is no recipe for how to do learning outside the classrooms. Everyone knows that learning by doing is the most useful so we can conclude a good organisation of a learning process and keeping the students always busy can help in the learning process a lot.

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I think we will use the time rationally if we explain in class. Outside we will do the practical part of the lesson

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I always have a plan. We have one activity in the school garden for the first time. Students know what they have to do. They work in the same group for a longer period. Then we go in the community and only for the third meeting we go in the forests around.

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I think the most important thing is to inform the students about what is going to happen. However we have to be careful, too much explanations can lead to boredom

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I think the most important thing is to inform the students about what is going to happen. However we have to be careful, too much explanations can lead to boredom

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I think Having an alternative lesson planned incase outdoor classroom rules are not followed is the most important one.For example we have to go back in.We should consider about what we will do in class.

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I think that one of the practices that can be combined when teaching and learning outside the classroom is project work. Working from the dynamics of a group or pair project helps to organize, train and encourage everyone to collaborate.

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There are sheets and kids check what they see. The topic is " The signs of spring".

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As a teacher, you also have to be excited and enthusiastic. Create a positive learning space for your students.

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- Suggest to students note 3 good things in nature everyday to improve their connection to nature and write down a diary.
- Share your love of the outdoors with children, adopt a plant, a tree, a nest.
- Provide fun, hands-on nature experiences such as gardening.

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When teaching outside of the classroom, it shoud be always well prepared.
The teacher must set clear goals, why it is better to teach certain content outside of the classroom and what outcomes are expected from that activity.
The teacher should chose the place of outdoor teaching and decide the most appropriate methods regarding the needs and abilities of his students, assign task to each particular student and think up of their collaboration in achieving the final product or result.
The students must be introduced with the place of outdoor activities, and the activities should be described in simple and understandable way.
the teacher should also decide about the strategies of formative assessment of the students while they perform the activities, self-assessment and peer-assessment.

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depending on the outdoor setting, risks are always there. so in order to reduce them, we work in pairs inside the team so everyone is connected to one more and to the rest of the team, we have shared responsibilities, we use a web app to check the process besides teacher's observation and scaffolding.

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As a primary English teacher, using a small portable white board has been useful to me. Usually this helps me give them some guidance (writing down a new word, drawing something, calling out their attention…). Sometimes some writing or drawing can take place, so I also found it useful that students bring a hard surface and some paper they can take very simple notes on (primary students don’t bring mobile phones to school). Some chaos can be avoided with these simple solutions (sts complaining they don’t have where to write or discussing over a place to sit or even scratching in improper places…)

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Learning outside the classroom is very enriching and motivating for students, so whenever possible I leave the classroom with my students and provide learning outside of that context. While developing an eTwinning project on environmental education, my students had several experiences in outdoor contexts that served as a starting point for them to later develop various types of work.

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When I go out with the kids and we go outside the kindergarten yard for better observation of the children, both I and the children use reflective vests that help both me and them to see each other more easily.

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I think that the tips you provided ( in 1.3) are very sufficient. We just have to apply them.

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I think that the 3 most important remarks one can make while commenting on outdoor activities are:

1)      Students must me informed beforehand with all the details concerning the activities: expected educational outcomes, pedagogical working conditions, safety measures, rules of behavior

2)      The teaching methodology should focus on collaboration and work team, while the conclusions and the outcomes of the activities should be subject to thorough study and active commentary in common, when returning to classroom

3)      Great emphasis should be placed on child safety and health issues

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Students should be informed about the place they are visiting and explained their tasks beforehand. Rules of behaviour set in advance as well. I think they get better and more successful in both behaviour and acomplishing their tasks with time. A teacher should also bear safety in mind and take some plasters, medicine or menstrual pads with her /him.

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Explain to the class what to expect in advance and give written instructions to the leader of every group

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My best strategy for managing my students is to set up teams. Each team has a leader and each member has a specific role. If I need to call their attention to something, I just have to address the team leaders and they, then, will follow up with the team.

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Seher ŞEREF-Mersinli Ahmet Primary School/Turkey

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Seher ŞEREF-Mersinli Ahmet Primary School/Turkey

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First of all, I give my students a place in activities outside the classroom by increasing the time a little by getting them used to the exercises. I divide them into groups to keep them together and give them tasks.I add. Become a circle. Run to the target, like stop.I add distracting activities.

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We did an erosion experiment with my students. We collected soil, plant waste, branches, leaves. As a result of the experiment, we learned that trees are very important in order not to destroy the soil.

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Even though I enjoy outdoor learning activities and learning outside the classroom, I feel very anxious about the dangers I will face because I have no experience. Thank you all for sharing your knowledge on this padlet. I find it very helpful.

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I organized a scavenger hunt activity with my students and prepared some tasks for them to do as teams .they found the activities great and fun .

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Because I have kindergardeners and the safety is an issue, I hang them a label with necessary information and a whistle. Before going outdoors I have taught kids that if there is a need they will whistle and then I can find them and if they get lost they can show the label to a passing by person in order to reach me. With this routine kids and I feel safe

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Exploring, creating, observing and learning outside

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- autumn features - list search
Students get a list of characteristics, objects and have to look for it, collect it
- Fun with the snow
Testing the characteristics of snow and creating from it.
- knowledge of the surroundings and comparison with old times
Walk around the city. Search for buildings that used to be in our city.
- Outdoors reading to a classmate

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A organização de passeios lúdico-pedagógicos exige uma equipa cooperativa dedicada e organizada – direção da escola, conselho de turma, família e alunos.

Normalmente os objetivos, as atividades interdisciplinares, as regras de comportamento, os recursos materiais (camiseta escolar, lanche), a avaliação são planejadas entre professores e alunos. Participam pelo menos 2 professores para cada grupo de 25 alunos.

Um planejamento cuidadoso é a melhor maneira de evitar imprevistos e garantir que a visita seja positiva para todo o grupo. De volta à escola, a turma vai divulgar o que aprendeu e fazer planos para novas "aventuras". Alunos, professores e gestores podem trabalhar juntos para que as saídas sejam frequentes e se tornem experiências reais de aprendizado.

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A strategy for an effective outside lesson could be: motivate students as if it were a mission to be accomplished with a well-established goal.

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I agree with what my colleagues have said and I would like to add that every time we dο lesson outside the classroom I try to keep the students' hands free, not holding anything, during the movement, to have a good balance (for young students of the first and second class). If we need something heavy for the needs of the lesson, I carry it or leave the car early in the morning near the lesson area with everything necessary. Definitely one of the problems at this age is the toilet!

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First of all, I give them time to learn about where we are going. We decide together what we will do. I divide the students into groups and have them determine the group leader. I remind them that they should not leave the group in the area where the event will be held. I remind the end time of the event and determine the meeting area. In this way, it is easy to work even in a large area.

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My Recommendation for Managing Students Outside the Classroom

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My Recommendation for Managing Students Outside the Classroom

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If I had to provide one best strategy for managing students outside the classroom, it would be to allow students to think about what rules should be applied just as they would for the classroom on the first day or week of school. By allowing students to come up with their own rules about acceptable behavior outside the classroom, it would give them an opportunity to understand how rules differ from one place to another, along with how certain behaviors are perceived in different scenarios since not all rules are applied universally in all scenarios. However, it does not mean that the educator should not have any rules of their own since students' safety and well-being is important, especially if an emergency were to occur.

—Austin Nicholas Dragoș [United States of America]

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Before leaving the classroom you should check if the students have everything they need, think about the safety of the students (if they get involved in traffic!). If we visit an institution, check if they are expecting us at the agreed time. Check that the students have understood the task.

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The school organized a trip, with teenagers 16-19.
- We gave instructions before the trip.
- We all agree to wear a scarf or clothing of the same color.
- We had a map of the city and places we were going to visit.
- We established a time and place of meeting everytime we got into a museum or the zoo, for example.
- We had some format with information to be collected and later returned at the end of each visit.
- Students were asked to move in groups and  check on each other if they had to go to the restrooms, for example.
- It was a very interesting experience, stressful at the beginning, but very rewarding in the end.

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My students working on the sensory path by the river

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I take my first-graders out once a week for a whole day. Normally we have some spots where we learn: a small hill, by the river and in the forest. I plan the day with my teaching partner. I prepare the materials according to the topic and curricula. I always try to teach interdisciplinary. Beforehand I inform the students where we will go, what we will do, what are the rules and what we will need. I always take some photos and when we come back to school we analyse the work and the whole day. We praise the good work. The next day we do activities according to the practical work that we did outside.

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First of all, I will give a brief information about the place we are going to. I ask a question I want them to find during the trip. We do our work with controlled freedom. When we come, we definitely make an individual and group evaluation.

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Before starting extracurricular activities with the children, we form a circle and discuss the rules. There is an area that we set when we go out into the forest, and they take care not to go out of this area. because even if we are in the forest, we take care to do our job without harming the nature with zero footprint.

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As it can be really hot in Greece during spring and automn, I remind them to have hat, put sun protection and have an extra bottle of water.

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Group working, pupils involved in sensory and inquiry-based activities, routines of working and learning outdoors, clear instructions and pupils’ compliance with the class code of proper behavior for safety and learning reasons.

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Although we are on the verge of summer I want to share with you a winter activity, Snow Games, planned under the subject Physical and Health Education for 5 th grade. The students made Snowman and played various winter games.

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First of all I prepare them for the outdoor activity. We set some rules that we all should obey in order to be safe. When outside I take care of having them always near me and keep them busy with some activities.

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I use a whistle instead of calling out loud to children outside of the classroom. In addition, we act out what we will experience outside by making drama in the classroom before some activities.

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Previously to a field trip, for instance, I like the pupils to choose the homogeneous  item that unifies the group  appearance.

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I divide the students outside into groups and give each group a different task, but I explain the tasks of all groups to everyone so that everyone remembers something, and I could go from group to group to help if necessary. After a while the groups change and everyone goes through all the work stations.

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I tell the students what the task is. I give them clear instructions for the course of the procedure and the necessary accessories. I divide them into smaller groups (up to three students of different cognitive abilities). When the task is completed, each student presents and states what he did.

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We are turning education into street living and learning within four walls.
We bring learning rules to the street.
Students learn by doing and incorporate valuable knowledge into life. It comes out of the abstract field and becomes concrete. Why not a Nikola Tesla?
Students enjoy learning by exploring.
It is educational to exhibit what you produce, to be in another place, to promote.

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I try to give as few instructions as possible and as clear as possible. After sometime they get use and you can start to do more complex work.

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Our children love spending time in an organised way outside the classroom insomuch that in most of the cases I find it even easier to manage than in the classroom itself for the interest, motivation etc. are more present in this type of learning experience.

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I put the students in groups before and give the clear instructions that will cover the learning outcome. According to the activity, I give time to the groups and let them do what they are assigned.

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I divide the students in three groups. Each groups has an activity to solve, than when we turned in class we control the results and we vote the best. At the end the best work obtained a gift.

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I choose leading people to count everybody, to check if everybody is there. I divide the students in groups and everybody is responsible for the others in his group. I raise my hand and each student raises his hand and becomes silent, so they concentrate on the activity very quickly.

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During a school trip in a (boring) exibition about Ancien Egipt, I prepared a list of action the students had to do or things they had to find. So a boring experience became an active lesson.