Metaphoric Processes and Tools
From WildWiki
Metaphoric Tools and Processes
Educational Goals
We make meaning in the outdoors often through framing- the conscious use of metaphors and processes that help participants understand the context of the activity and make connections to their larger lives. Check out some of the activities listed below for examples or ideas or use some that you have learned. Some of these also work well in one-on-one meetings with students or for times when you are giving personal feedback. Remember to think about timing and where the group is at before you jump into your “favorite” activity. Is the group ready for it?
Key Points
LOVE SEAT/HOT SEAT
Best after group has known each other awhile. Person sits in the “love seat or hot seat” and group goes around and shares a quick feedback comment. You can do both or just the positive- probably a good idea not to just do the hot seat part.
DIVERSITY LINE
Make a middle line, a agree line and a disagree line. Have students stand in the center (neutral) and then make a statement. Example: “the death penalty is unjust.” Then students SILENTLY move to where they believe- no standing in the middle. You can up the ante to more difficult ones or stay pretty light (Star Wars is the best sci-fi movie ever).
SPARKLE CEREMONY (PLATES)
Paper plates-best done at end of program. Kind of like the high school year book signing ritual. Students each get a plate. Students start by putting a quality they most admire about themselves in the center. Then they wear it on the back (string helps here) and go around and write on other peoples plates. No one looks at their plates until the end. A nice keepsake from a trip.
CONTINUE-START-STOP
Great activity to do in the middle of a longer course. Have the group write down as individuals 1 thing that they wish the group would continue to do, 1 thing they wish the group would start doing, and 1 thing they wish the group would stop doing. Then, as facilitator, read off the responses anonymously and hold a group discussion after about what everyone heard.
NATURAL HISTORY JOURNALS
Have each person (or the group as a whole) keep a natural history journal which documents the birds, plants, animals, and other cool or neat natural things they have seen or learned about. Have them add information through field guides and other resources to make it of appropriate depth. Perhaps have a plant or other item per page that could be added to as more are found. Note where items were seen or found and in what contexts. This can be great when bundled with an observation project.
OBSERVATION PROJECT
Have students go off by themselves and begin with a ten minute (or so) observation of a 1’X 1’ square of their choosing. Have them record everything they see in that small box. Then have them expand to a 10’ X 10’ square around them and have them record that. Finally, have them move to a 10 mile X 10 mile area. Have students share the experience when they return and discuss how your perspective changes from “small” to “big” picture. A great sense of place exercise.
ACKNOWLEDGEMENT CIRCLE
Student stands in center and makes eye contact with each person who shares a word or quick phrase about qualities they admire about them. When person is done in center they get a group hug and the next person goes. Also a nice trip conclusion activity.
AFFINITY PROCESS
A paired-share process. Group partners off and shares the following 3 questions: What is something I don’t know about you? What is something you like about me? What is something we agree on? You then rotate partners and repeat for several rounds. A nice low energy ice breaker.
OTFD AND 4-PART APOLOGY
O-Observation T- Thought F-Feeling D-Desire. A great way to teach communication skills. “Open The Front Door” to communication. Example: “Eric, I observed that you were late to our group meeting. That made me think that you don’t understand that it is important that we start on time. That makes me feel frustrated because I thought we had clearly talked about that as part of our group expectations. My desire is for you to take ownership of the expectation around meetings and be here on time. Teach students this skill and have them practice with the next one.
4-part apology.
1. Acknowledge. “Jane, I acknowledge I was late to the meeting.”
2. Apologize and mention cost. “I apologize. I realize that this cost the group time in waiting for me to start the meeting and maybe some trust too.”
3. Make It Right. “To make it right, I will make a better effort to get to meetings on time in the future and tonite- I’ll do the dishes.”
4. Re-Commit. “I re-commit to the expectations around getting to group gatherings on time.”
LETTER TO SELF
Have students write letter to self that they will receive later (after course, 6 months, 1 year). More effective when you give them something specific to write about (see article on journaling earlier in this section for more information).
LETTER TO COACH
Similar to above but have students pick a coach or mentor in their lives and then have them write down what that person would be saying to them at that moment. If appropriate, have people share about that coach or mentor and possibly some things that they wrote down in their journal if they feel so led.
SHIPWRECK
Have students plan for a “shipwreck” by only being able to take 3-4 items with them for the night. This is a great teambuilding exercise and a good way to spice up the middle part of a trip.
MORNING OF SILENCE
Another nice novel thing to do toward the middle of a trip. Particularly with a loud group! You can do a silent paddle or silent hike. Talk about the importance of contemplation in our lives and what role silence can play in that and in the tradition of Friends. Have folks end the time with some journaling if possible, or, at the least, have a discussion about it around a break or around lunch. This is a great exercise to work up to a bigger “SOLO” experience.
POETRY NIGHT
Gather round a campfire or lamp/candles and hold a poetry night. Make the scene one of respect and reverence. Have staff members stand-up and share poetry they have written to model the tone. Then, give students some frames for writing poetry such as a haiku. Other frames: the alphabet…”a is for achieve, I have achieved much in the last week.” Or repetitive lines…”I am alone but together with many. I am paddling with the wind at my back. I am…” Have students go off to write poetry for an hour or so. Then have folks come back and share.
TENNIS SHOE/PEANUT BUTTER ALIEN
An initiative about communication. The rules: the alien understands English but takes everything literally. The Alien will never do something that is degrading or hurts itself. The Alien does not like to be touched and does not understand visual demonstrations. Have students each give the alien a direction…”put the peanut butter on the knife” and then have the staff member (who is hopefully dressed up like a silly alien) take the directions literally. The ensuing hilarity usually reveals how much we assume when we communicate.
