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