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