Trip Planning and Preparation-Creating Stylish Courses
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C. Trip Planning and Preparation- Creating Stylish Courses
Creating stylish courses is a critical skill for the developing outdoor instructor. What do we mean by “in good style”? Here is what one author has to say:
“Style is everything in the backcountry. This has nothing to do with how you dress or what type of gear you have. We’re not talking about fashion- rather, how you act, carry yourself, and camp. For example, being a bombproof camper and knowing where all your gear is at any one time. Not having stuff hanging all over the outside of your pack… Being considerate to other campers you run into. This is all good style. Good style helps define a set of ethics for us as outdoor users. No longer can we simply do whatever we please in the woods. With so many other users, we need a set of principles or standards to help govern our actions… We must take personal responsibility for our actions and do more than just follow a bunch of regulations meant to protect us, others, and the land. This is what ethics is all about.”
~ Allen O’Bannon, author of Allen and Mike’s Really Cool Backpacking Book.
Many courses have been run not worrying about the “little things” but as someone once said, “if I can’t trust you with the little things, how can I trust you with the big things?” As instructors, it is important that we move from being a stylish camper ourselves (something we all should be already) to creating a stylish course. This requires a different set of skills and awareness. In the end, a stylish course comes down to one basic question: when another group or individual comes across an Earlham Wilderness Program course, how do we want to be perceived?
Key Points: Instructors need to move from being stylish campers to learning to lead stylish courses. What goes into making a stylish course?
You will be most successful with your course if you consider several key principles that staff have learned over the years:
• Goals-know what you want, how you are going to get it, and how you are going to be sure you got it.
• Instructor Alignment- relationships 101- if you ain’t got it with your co-instructor(s), you ain’t gonna get it with your students. It’s that simple. Invest the time in building up relationship and alignment of goals and objectives with your co-instructors. See sample questions below.
• Pacing-a good course has variety and space for the unexpected built into the schedule. It has a progression and plans mileage/content accordingly.
• Chunking-successful leaders chunk the course into distinct units with their own unique activities, goals, and objectives e.g. train-main-solo-final).
• Follow-through- the course is not over until the last pot is rinsed and dried and the last piece of paperwork is completed. How you finish a course says almost more about you and your character than anything else.
Course Planning:
Course planning is central to pulling off a stylish course. “Your design is your outcome” as they say. Make sure you work with the Trip Logistics Form to accurately and completely research your location and the necessary contacts, trailheads, etc. Below is a basic guide to help you with trip planning.
How to pick a course location:
Use one we (ECWP) already know and have info about
Peruse guidebooks or the internet
Call local/regional outdoor stores and ask for suggestions
Ask knowledgeable locals or other people you may know
Questions to ask as you select a possible site:
What are the major features and benefits of this area?
What are the potential problems or hazards with this area?
What are the permit regulations? Can this area support my group sz?
How difficult is the travel and/or navigation?
How far is the area from Earlham (in drive hours)?
What are the USGS Topo Quads for the area?
What are the weather patterns likely to be?
Can I get the same objectives for this course somewhere closer to EC?'
Questions to ask the ranger station:
Do we need to hang our food?
Who runs evacuations - what is their number?
What's the weather like this time of year?
Are water sources reliable this time of year?
Do you recommend any particular guide books / sections of trail or river?
Do we need permits to camp/park/fish, etc.?
Instructor Alignment:
Stylish courses almost never happen when there are issues between instructors. You do not have to be best friends (actually, sometimes it is better if you are not). Rather, you have to develop a professional working relationship- one born out of mutual respect, good communication, and a common vision. Trust us when we say that the time spent building your relationship on-campus will save you countless headaches in the field. Show us an instructor team who has not bothered with doing this and we will show you the bi-products of a sloppy and sometimes unsafe course. We have seen it too many times…
Some questions to ask of your co-instructors…
• What is your teaching philosophy?
• What educational environments or contexts give you the most meaning?
• How do you behave in stressful situations?
• How would you describe your leadership style?
• What role do you tend to play in groups?
• What are some of your biggest pet peeves?
• How do you like to receive feedback (both positive and constructive)?
• Describe your LEAST compatible personality type.
• How do you like to deal with “trouble” students or peers?
• Describe your communication style. Does it change in different contexts?
• Do you consider yourself an emotional person? Why or why not?
• What is your philosophy on challenge? What is too much? What is not enough?
• What might you be anxious or nervous about in looking ahead to this course?
• What are you excited about in looking ahead to this course?
• What student/personality type drives you crazy? Why?
• What support or help will you need on course?
• What talent do you bring to this team?
• How will we make decisions? Will it change depending on context? How?
• How will we “set the tone” the first 72 hours?
• How will you know when I am upset?
• If you were a lemur, would you be happy or sad?
Pre-Course Planning Checklist:
Lists are very helpful as they help you keep track of all the little details in planning a course. If there is one refrain we hear a lot, it is “ I never thought planning and leading a course would be so much work!” Below is a handy checklist as you go about planning and packing out your course…
Ref: Print Version or other lists available on Wiki
Pre-Trip Meeting Guide:
The PTM is a crucial part of setting the right tone for a stylish course and is a required element of our frontcountry policies and procedures. See example outline below:
Course Information Name of course, instructors, semester, days/times meeting, etc.
Welcome and Introductions Briefly introduce yourself and co-instructor(s). Thank everyone for their interest in our programs.
Registration If over-enrolled (more than 10). Discuss the lottery procedure (priority goes to the following in descending order):
1. Individuals bounced from last semester’s classes.
2. Pre-registered students and students who have add/dropped into the class (you’ll have to take them on their word).
3. Senior walk-ins who need class to graduate
4. All other walk-ins
5. Discuss that there is NO REFUND after lottery.
6. Explain guaranteed slot option for those that are bounced or volunteer to withdraw.
7. Conduct lottery. Be sure to be conscious of hurt feelings and making people feel welcome even if they didn’t get in the class.
Regular Registration (10 or less)
1. Discuss that there is NO REFUND after registration.
2. Have people register by LEGIBLY completing their names on class roster sheets (you can also do this for them).
Course Overview Describe the nature and function of the course and what objectives the course may have. Explain meeting days and times and the open climbing period.
Waivers and Passes Have participants read the waiver with you and then sign- do not make promises about safety, etc.
Expectations Have participants state theirs first – maybe hopes and fears, or what I want to get out of this course is… or some other go around.
State programs/instructors expectations—these should include:
- Attendance Policy
- Dress (approp. dress for activity, etc)
- Safety (safety is everyone’s responsibility)
- Other (group support, punctuality, have fun, etc)
Group Building and Ice-Breakers Optional: Do a fun warm-up exercise, game, or activity that gets group interacting and loosened up. Include some kind of name game.
Opening Lesson or Activity Perhaps a brief introduction to the area or activity would be appropriate here.
Conclude and How to Contact Be sure people know how to contact you before the end of the first class. Give out your phone and/or email.
Course Pacing and Facilitation:
Chunking and pacing a course are key “meta-skills” for the developing outdoor educator. Chunking gives participants a sort of “you are here” sense to the course and a guide for what is coming up next. Pacing refers to how you set up your course in terms of a progression of skills, activities, and events to maximize participant engagement, learning, and enthusiasm.
Example of a “chunked” and “paced” course:
TRAIN PHASE What is the stylish leader doing in this phase? What are the participants feeling and or needing in this phase? Train phase is that 20% that makes the 80% difference. The law of first impressions- here are some characteristics of a stylish “training” phase:
1. Well prepared logistics and planning
2. Well developed and taught first 72 hour lessons
3. Confident, directive leadership when necessary
4. Conscious, deliberate “tone setting” for your course
5. Low mileage!
6. Good progression of skills and activities
7. Leaders work the group inside out (getting to know all participants)
MAIN PHASE Characteristics of a stylish Main phase:
1. The use of alternate travel methods (small group vs. large group, silent paddles, possible push days, increase mileage, etc.)
2. More facilitative as leader, less directive
3. Added novelty through “soft skills” and meaning making activities
4. Heavier on feedback and follow-up with individual students. Ensure that students are demonstrating stylish-ness with their knots, campcraft, paddling, or other technical skills. High expectations.
FINAL PHASE Characteristics of stylish Final phase:
1. Leaders are careful not to stigmatize groups or individuals (“hard core group” and “slacker group”).
2. Range of supervision (minimal to very close- read your group carefully- this is YOUR call not the students call).
3. What work you have done to this point (in train and main) dictates readiness of group for more advanced experiences.
4. Students competently and confidently demonstrating skills.
RE-INTEGRATION Characteristics of stylish reintegration phase:
1. Instructor more directive again- participants need structure now.
2. Emphasis on meaning making and reflection in activities
3. Transition from backcountry to frontcountry- capitalize on metaphors
4. Get students re-motivated to finish course well
5. Course completion happens efficiently and correctly in terms of equipment return, clean-up, and program paperwork.
OTHER COMMENTS
1. Remember ritual and novelty ratio- 60% should be ritual- things you do regularly to keep group structured and clear about daily life on trail. 40% should be novel- to mix things up and encourage creative response and activity.
2. Have light days, push days, and layover days- mix it up!
3. Consider creating several “peak” experiences- around push days, peak ascents, a challenge of some sort or another.
4. Remember to work your group inside out (during Main in particular) and outside in (during Train and Re-Integration). But can do both in all stages.
