| Ensuring parents and administrators that | | | | student tour providers like Travel |
| safety is your number one priority when | | | | Adventures suggest that the sponsor ask |
| students are away from home is the most | | | | each chaperone to sign an Adult Chaperon |
| important step in a successful student | | | | Agreement Form. |
| travel experience. One of the key | | | | - Review the trip itinerary in detail, |
| elements to safe travel is selecting and | | | | emphasizing the learning experiences and |
| training adults to serve as chaperones | | | | tips for creating a memorable visit. As |
| for your trip. These individuals not | | | | the schedule is reviewed, emphasize the |
| only supervise the students while they | | | | chaperones' responsibilities at each |
| are away from home but are responsible | | | | point: at the trip check-in, on the bus, |
| for their overall safety. | | | | in the hotel, at meal times and at |
| During my years as a trip sponsor, I | | | | attractions. I also recommend mentioning |
| found that an effective chaperone is an | | | | the need for flexibility if last-minute |
| authority figure that is fair, firm and | | | | changes occur during the trip. |
| consistent. More importantly, that | | | | - Be candid in discussing the types of |
| individual must also be comfortable with | | | | problems that can arise on a school |
| the age of the students and cognizant of | | | | trip, making it clear which ones |
| the behavioral expectations of the | | | | chaperons have authority to handle and |
| school. I found that some of the best | | | | which should be referred to school |
| chaperones come from the PTO, classroom | | | | staff. Encourage discussion of their |
| volunteers and others that are actively | | | | relationship with their own children |
| involved with the students in this age | | | | within the group context. If possible, |
| group (i.e. community education | | | | involve an experienced chaperone from a |
| coaches). | | | | previous trip to comment on this topic. |
| Once you've announced your trip, you | | | | - Provide pointers for working with this |
| will quickly discover that parents will | | | | student age group. Suggest ways they can |
| eagerly volunteer to chaperone. I | | | | get to know their group members before |
| recommend having a process in place to | | | | or at the start of the trip. Emphasize |
| handle their requests. One of the best | | | | that the chaperones' role is to be an |
| strategies is to select chaperones after | | | | authority figure, not a buddy to the |
| the enrollment period is over. That way | | | | students. Let the parent chaperons know |
| you will know the number of trip | | | | that the experienced teacher group |
| participants and how many chaperones are | | | | leaders will support and guide them |
| needed. I also recommend that all | | | | during the trip. |
| interested chaperones complete an | | | | - Discuss how to handle emergencies |
| application and that the top candidates | | | | during the trip. Establish a chain of |
| be interviewed by teachers and/or an | | | | command so that parents report to |
| administrator. | | | | teachers, and teachers report to the |
| If the travel goal is that the students | | | | trip sponsor and/or administrator. |
| enjoy the trip and participate in | | | | Frequently group leaders and chaperones |
| valuable educational and social | | | | use walkie- talkies so they can be in |
| opportunities, then all of the adult | | | | constant communication while touring. |
| chaperones must work together to make | | | | - Don't forget to review the nighttime |
| the goals become a reality. | | | | security procedures at the hotel. |
| Once you've made your selections, | | | | Although most travel providers hire a |
| training the chaperones is a must! | | | | local security firm to monitor the |
| Reviewing motorcoach, hotel and behavior | | | | rooms, I still recommend having your |
| rules several days before the trip will | | | | chaperones do the following: Prior to |
| ensure that everyone is on the same | | | | lights out, adult chaperones should |
| page. I recommend scheduling the | | | | check the student room(s) assigned to |
| training session just prior to departure | | | | them to make sure that everyone is |
| and covering the following topics: | | | | accounted for. They should also check |
| (Note: Schedule the session at a time | | | | the rooms in the morning to ensure that |
| when ALL the chaperones (teachers and | | | | everyone is awake and ready for the next |
| parents) can attend. If your budget | | | | day's activities. Note: During room |
| permits, a meal or some snacks is | | | | check, you should always physically ID |
| especially effective in creating group | | | | each student assigned to that room. |
| rapport between staff and parents.) | | | | - Conclude the training with a Q & A |
| - Begin the session by reviewing the | | | | session to allow the chaperone's an |
| trip rules so the chaperones are | | | | opportunity to get clarity on their |
| thoroughly familiar with them. Make | | | | roles and responsibilities. Remind the |
| every effort to assure that the rules | | | | chaperones that the tour and activities |
| will be firmly supported by every adult | | | | are designed for students, not adults. |
| on the trip. | | | | Although the trip can be fun for adults, |
| - Next, review the expectations for | | | | the chaperone's primary responsibility |
| adult behavior on the trip. Stress that | | | | is for the safety and education of the |
| this is an extended field trip and that | | | | students. |
| smoking and drinking are not allowed. | | | | Selecting and training adult chaperones |
| Remind them that a chaperone has many of | | | | for your school travel experience will |
| the same responsibilities as a teacher. | | | | prepare them to do their job well, and |
| Reinforce being on time for activities, | | | | ensure that safety and the welfare of |
| being with your group at all times, and | | | | the participants is the top priority. |
| being a good role model. Established | | | | |