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1. How or to what extent did the routine help support improvement of teaching practices?

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1. How or to what extent did the routine help support improvement of teaching practices?

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2.  What did you gain from this routine today?

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2.  What did you gain from this routine today?

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3. Check in with the group about how well they think the agreements were followed and whether there might be room for improvement.

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3. Check in with the group about how well they think the agreements were followed and whether there might be room for improvement.

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4. Ask if there is anything they’d want to adjust or change about the routine for next time.

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4. Ask if there is anything they’d want to adjust or change about the routine for next time.

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Practice your planned response with a teammate.

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Address the plan with the teach before visit, at visit, during visit. Make them a teammate.

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Take out the personal aspect, and explain things in terms of, "this is how we do things in our program...."

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Clearly outline expectations before lesson, such as what to wear, that they will be utilizing all 5 senses, bring water, kids will get dirty, this is an outdoor classroom, etc.

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Acknowledge the excellent control that the teacher has, then explain how things are a bit different in the woods, and let them know that we are also keeping count and the kids safe. Then say how great they are to be a part of allowing the kids to learn outdoors.

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When she yelled at the kids, that triggered me to a point that I rolled my eyes and short of saying, "sorry kids, trips over," (among all the things I wanted to say to the teacher about why they even came to learn outside), I just started hiking back to the Tree House.

Unfortunately, just staying quiet so I don't say what I want to say is often how I handle the situation.

For as often as this has come up, I have never felt confident in how to handle the situation. I have used quite a few techniques of the years. I think, however, because being contradicted as I teach, whether it is information or directions, is a trigger for me and quickly escalates my anger and anxiety, I have yet to be able to think of the right, appropriate words to say, so I often say nothing.

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How do I address the behavior of the teacher, and help them to understand the importance of the kids' fully participating in the lesson without their interruptions?

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One challenging situation that comes up often as an outdoor educator is conflicts between the kid's permanent teacher and myself as the "teacher for the moment."

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When I realized that her telling the kids to not touch was a direct response to me instructing them to touch the rocks (she never directly said anything to me about not having them touch things), I waited until she was done telling them to stop doing what I asked them to do. Then reiterated my directions to the kids and the teachers. Finally, still without talking to me or my co-teacher, she got mad and yelled at the kids. That triggered me to a point that I rolled my eyes and short of saying, "sorry kids, trips over," (among all the things I wanted to say to the teacher about why they even came to learn outside), I just started hiking back to the Tree House.

Unfortunately, just staying quiet so I don't say what I want to say is often how I handle the situation.

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What additional information do you need to better understand the situation?

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There is a teacher that brings her class and her grade partners to the Tree House each spring for geology. The teacher that books the trip does so because the kids not only learn rock facts, but they also get to see, smell, touch, and climb them.

When the groups were made, I had a teacher that had never been to the Wissahickon, and likely any outdoor field trip for that matter. As a nature educator, my kids are given the opportunity to use all of their senses in learning to connect with their previous and newly learned information.

The teachers that I had, every time they would touch something, she would yell at them to stop. It took me a few times to recognize that this wasn't a general comment, but a direct response to when I would tell them to find a rock to stand on, and see, touch, small, and listen to it. When I realized this, because she never directly said anything to me about not having them touch things, I waited until she was done telling them to not do what I just asked them to do, them reiterated my directions to the kids and the teachers. Finally, still without talking to me or my co-teacher, she got mad and yelled at the kids...