Taking students
on a trip requires thinking about every minute
of a student's life while in the experience. In between visiting one site and
going to another site, we have to think about: what are students going to do,
how will they get there, do they need to eat, do they need to use the bathroom,
do they need to change their attire, can they get their on their own, etc.… We
can get bogged down on all of these minute details, which are so vital because student
wellbeing could be at risk if something is not planned. Whether the
experience is in a rural village, urban center, or megacity, the list of
concerns can remain precarious while the complexities remain significant. In
the same way that teachers plan every part of their class, such experiences are
an extension of the classroom that requires the same type of planning for a
much longer duration. We tell our students and parents that trips are not detached
from the rules and culture of school, as the campus grows to include this
location.
However do we
value the ability for students to get physically lost and ask someone for
directions? Or rather than taking the group for a planned meal, do we trust having teenagers determine their own eating locations and figure out how to order
something they can eat? Schools often tout the importance of 21st
century skills, which includes adaptability and resiliency (A Guide to Becoming
a School of the Future, 2010), but the highly programmed nature of global
experiences seems to contradict the practice. Obviously there is good reason as
evidenced by the dangerous potential of liabilities that we are all guarded
against. So as we consider the threats versus learning opportunities for
students, how do we provide authentic experiences that are not entirely
scheduled within an international environment? I am sure our school lawyers and
Business Office would argue it is not a hard question to answer since the right
choice is the safe choice. But what does this mean?
The balance
between independence and risk management can fluctuate. The rules for a 4th
grade exchange versus a 7th grade exchange versus a 12th
grade exchange are different, but encompass the same apprehensions regarding
safety and learning. One way that we have tried to balance safety with authentic
experiences is planning a set amount of unscheduled time in between two
activities in certain areas. This allows for some flexibility and independence between planned events
so the students know they can't stray too far. Also in every situation
possible, working with partner schools to set up home stays allows our students
to be in the safety and watchful eye of parents sanctioned by our partner
school. Students have commented that they feel more independent when they have
a house to go "home" each day instead of a hotel room or dorm. However I am not sure if we are preparing students to have their own global experiences as adults or instead giving them a false sense that everywhere they go will be safe.
Outside of
students and families having their own experiences, are there other ways that
schools can accomplish both goals of independence and safety in an in
international atmosphere?