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