The WOODS Manual!
The Center Leader Notebook
Wilderness Outdoor Opportunities for Durham Students
(W.O.O.D.S.)
WOODS Objectives
From WOODS Training Manual 1994-1995
Justin McCorcle and Tes Rivera
Increase Self Confidence
A main objective of WOODS is to develop increased self- confidence and esteem
in the children by helping them to meet new challenges and experiences. With
the success of each outing, they learn something new about themselves and their
abilities, taking pride in their accomplishments. Being young, and often poor,
many of these children live in a world that breeds social dependency, low expectations,
and a lack of caring responsible role models. Spending time in the outdoors
can be an extremely valuable experience for them because they can get away
from the pressures of social expectations and the fear of being judged. Nature
is equally graceful and open to everyone regardless of class, gender, age,
and race and therefore provides an opportunity to explore and express ones
own uniqueness. Although the outdoors belong to all of us, it is a somewhat
foreign setting. Here, both Duke and Durham community members are displaced,
breaking down barriers and making us all more idealistically equal. The wilderness
serves as a place for a fresh beginning where these kids can both recognize
their obstacles and evaluate their actions. The WOODS leaders facilitate this
process by setting high expectations, continually giving support, and offering
praise when appropriate. Although it would be easier to put up a tent or carry
the bulk of the gear on a hike by ourselves, allowing the kids to do it will
give them an accomplishment of which they can be proud. Allowing the opportunity
for achievement in new areas may draw out children who have not been as successful
in previously encountered activities.
Foster Positive Leadership Structures
The WOODS experience should also foster positive leadership structures and
social interactions between the children and staff, within the staff, and
especially within themselves. For these kids, behavior control is often more
predominant than individual development. Rarely do they have the need or
opportunity to work together as a group and mutual respect is often low.
At the same time, good social skills are probably the most important skills
these kids need because as they fail individually, as everyone does at some
point, strong ties with family and friends become the backbone of survival.
Leaders focus on improvement in this area by giving exercises where group
cooperation is necessary.
Leadership and Authority
Children often see leadership as a struggle for power. They rarely make any
distinctions between leadership and authority. The interactions between leaders-leaders
and leaders-kids can set an example of the responsibilities involved for
each side. The outing can also offer a chance for the children to lead their
peers in a structured setting with immediate and significant consequences.
For example, if they fail to work together to prepare a meal correctly, they
will be the ones who will eat the consequences.
Environmental Awareness
WOODS has a commitment to improving environmental awareness. We are, in fact
supported by Duke's Environmental Alliance. For most of the children, the
outdoors is an unfamiliar setting. They are unaccustomed to environmental
values, or, for that matter, any set of values other than those with which
they have grown up. It is hardly surprising to see any kid litter, waste
resources, or tear apart a tree for no reason. For these kids, in particular,
this is simply the norm for them. They need to be informed and educated in
a nonjudgmental way, or, even better, discover for themselves, the behavior
necessary for being in the outdoors. We aim to show them how to appreciate
the wilderness in a low-impact manner and inform them regarding what they
can do to preserve our Earth.
Recreation and Adventure
The recreational experience is an obvious component of each activity as well
as being the chief reason the kids are eager to participate in the program.
Although some kids seem to be able to have fun anywhere, many youth at this
point in development are bored and looking for new experiences. WOODS is
a positive outlet for this explorative age. Wilderness outings enhance an
appreciation of the outdoors. We stress that the heart of camping is more
than just a set of skills and equipment. Rather, outdoor activities allow
us to enjoy the freedom of nature and to explore an environment which is
very different from our usual surroundings. We teach them that they can have
fun without batteries, television, expensive technology ...In fact, we have
found that the mere novelty of the experience can make everyday chores, such
as washing dishes, a fun activity. Adventure, for the purpose of outdoor
programming, is mostly a state of mind. If the kids think that they are taking
a risk or doing something far from their ordinary experience, it is an adventure.
With the proper introduction and enthusiasm from the leaders, almost any
experience an be turned into an adventure.
Teaching our Kids
As WOODS members, we find ourselves in a position to provide meaningful education
to our kids. We must take advantage of this position, and to do so we need
to understand effective teaching strategies. This section of the manual will
provide lots of questions and a few answers that should be considered in
any teaching environment such as ours.
Whole Learning
Before we enter into a learning environment, we should evaluate our own expectations
of what education is and how it can best be achieved. We come from environments
that place a great deal of emphasis on schooling as the "proper" form
of education. Our families encouraged us to read, write, and do our homework.
We know everything that we are supposed to know --and yet we know very little
about education as a universal concept. The participants in the WOODS program
did not have the same type of education that we did. They have had different
cultural experiences, and they have a different outlook on the "education" system
that caters to white middle class students. All of us receive education,
in one way or another; these kids do not lack educational opportunity, they
simply lack the kinds of opportunities that we had. At this, point, I find
it necessary to offer two warnings. First, it is not right to assume that
our educational opportunities were/are "better" than the opportunities
presented to these kids. Second, we must not assume that we know the kinds
of things that they should want to know. We know how to get ahead in this
country because we, in a very real sense, run this country. We must not try
to teach our kids what they "need" to know to "get ahead" in
the world. Rather, we should realize that their experiences and knowledge
are important; we must learn what they know as we share our knowledge. Great
advances in world history are rarely the product of individual research;
more often, they are the result of communication and shared knowledge. We
need to share, not teach. Teaching, then, is not always best accomplished
in a classroom environment. In the WOODS program, we have the wilderness
as a classroom, a place where none of us feels at home. We have the opportunity
to use our natural environment as a teaching tool. If we present education
to our participants in new ways, they will learn without knowing that they
are being taught. Instead of inserting "educational" activities
into our trips, we should strive to make our entire trip educational and
fun at the same time.
Cooperative Learning
WOODS is an exercise in cooperative learning. We place very little emphasis
on the individual; rather, we emphasize the 'ways in which that individual
is an important member of our group. Individuals are encouraged to take responsibilities
and to take on leadership positions within the group, which builds both self-esteem
and peer relationships. In essence, every WOODS activity should have some
elements of cooperative learning. However, we need to insure that the experience
is a good one for all involved. Therefore, the following guidelines may be
helpful when planning and evaluating cooperative learning:
1) Positive Interdependence --The kids must feel that they need one another
to accomplish their goal. Some methods for achieving positive interdependence:
a) mutual goals, b) joint rewards, c) shared resources, d) assigned roles.
2) Face-to-Face Promotive Interaction --The kids help each other by sharing,
explaining, discussing, and encouraging in a face-to-face group setting.
3) Individual Accountability --Each child must have some sense of responsibility
for her/his own actions and the actions of the group (this one can be really
hard for WOODS groups).
4) Interpersonal and Small Group Skills --In order to have effective groups,
we must help the kids develop communication skills.
5) Group Processing --The kids must be constantly aware of how they are doing.
In WOODS activities, positive reinforcement usually works best. Cooperative
learning works very well in WOODS outings. It's surprising how well the kids
respond to such activities. For added ideas about cooperative learning activities,
see Appendix C (This appendix is still under construction).
Teaching Strategies
1. Combine a mixture of enthusiasm, commitment, and your own unique creativity
to draw in the participants.
2. Don't label everything (give names to all the trees etc...). Let the participants
get the feel for what something is through the use of their senses.
3. Ask rather than telling. Guide the kids into the answers with observation
and questions to spark their minds, such as: "Do you know why birds might
build nests?"
4. Never criticize answers.
5. Become a child yourself --see things from their point of view.
6. Participate as fully as they do.
7. Never say "never". State all instructions in a positive manner.
For example, instead of "Don't litter", say "Always put your
trash in a trash can" (unless it's recyclable, of course).
8. Children are full of imagination, creativity, and play. Take hints from
them and follow them.
Speaking to the Group
It is important that the WOODS participants find the staff approachable and
friendly, but at the same time we must make them feel that they are being
led by competent hands. There are several things that a staff member should
keep in mind when addressing the group in order to get the best possible
response. Make sure that everyone in the group can see or hear you. Sitting
(or standing) in circles helps prevent participants' attention from straying.
The quieter or less interested children will not be able to hide behind their
more vocal/visible peers. In this same regard, all the staff should show
each other the attention that they expect the kids to give. If another staff
member is speaking, then all staff not otherwise occupied should participate
fully with the kids, sitting in their circle rather than standing in the
back. If the staff doesn't pay attention to the reading then how can a child
be expected to do otherwise. Listen attentively to whoever is speaking, be
it child or staff. Everyone has something of value to share. Try to respond
positively to statements and questions. Their inquisitiveness is enthusiasm.
Negative comments should be inquired about and reacted to as feedback. Don't
become angry. Instead, ask what should be done as a resolution. When you
must use an imperative try to phrase your statements positively. Use "always" or "please" rather
than "never" or "don't." Talk at the level of your audience.
Remember that they are younger than yourself and cannot be expected to understand
everything that you do. Pace yourself while speaking. Don't ramble on. Time
is valuable and attention spans are limited. Keep them interested by your
enthusiasm and friendliness. Wait until everyone is quiet and listening before
speaking. Ask them if they can hear what is being said. If necessary have
another youth repeat instructions. Listening to each other teaches respect
and should always be encouraged. Being listened to builds self-esteem. The
Navajo tradition of passing the "feather" at a pow-wow can be implemented
to assure than only one person speaks at a time (the person with the feather).
If a conflict within the kids, or between the staff and kids, arises do your
best to help resolve the matter peacefully. First define the problem. Ask
not "what happened?" but "what did you do?" if it is
an offense of this sort. Try to establish what the differences and similarities
in opinion are. Most likely the conflicting parties will have more in common
than not. Keep in mind that when their is a problem that it is "you
and me versus the problem," not "you versus me." In this manner
they can work together to eliminate the difference. Remind the parties in
conflict that this is not personal and that they can agree on a compromise
if necessary.
Safety
The coordinators of each outing are responsible for taking reasonable precautions
to protect the safety of themselves and the group.
* At the beginning of each year make sure to obtain information regarding basic
and special health needs of the children as well as emergency phone numbers.
* There will be 2 first-aid kits on each outing. The coordinators are responsible
for designating a staff member who will be in charge of these at all times.
Whenever possible, there should be a staff member present who is trained in
first-aid, CPR, etc. and the trip coordinators are also responsible for knowing
who these people are.
* Coordinators are responsible for knowing the location of the hospital nearest
the outing site.
* The trip coordinator should have a city or local Durham contact to call in
case of emergency. This person should have the children's emergency contact
numbers.
* There should always be at least two vehicles present. In the event of an
emergency requiring the removal of a group participant, two staff members will
accompany the injured party. One will stay with the victim. The other will
make the necessary phone calls and drive back to the site if necessary.
* In the event of an emergency, be calm and reassuring to the victim. Be calm
yourself. At the start of trips, remind the children to be calm and to gi ve
the victim space in the event of an accident. Staff should have distractive
activity planned to minimize the excitement caused to the victim by peers.
* No child should ever be alone. Always know where every participant is. Make
sure every participant has a whistle.
* Steer clear of avoidably dangerous situations without taking the fun out
of adventure. Prevention is the key to safety.
FIRST AID FOR:
1. Minor cuts, scratches, scrapes --Wash with soap and water , disinfectant
if available, cover with a bandage.
2. Bumps --Have participant rest quietly and apply ice if necessary. In case
of severe bump (symptoms: loss of color, nausea, vomiting, lack of normal motor
control), call 911 or take victim to hospital.
3. Black Widow Spider bite --Apply a constricting band above the injection
site (between site and heart). Apply loose enough to be able to slip your index
finger under the band. Keep the affected part below heart level. Call or take
victim to the hospital.
4. Bee sting --Remove stinger by scraping it out (don't pinch). Apply ice if
swelling occurs. If victim is known to be allergic or
becomes violently ill (nausea, severe swelling) use bee sting kit and call
911 or take victim to hospital.
5.Snake Bite --Restrict movement of the participant. Keep them calm and preferably
lying down. Immobilize the extremity below the heart. Don't apply ice. Call
911 or take victim to hospital.
6. Bad cuts, broken bones, unconscious, etc... --Apply direct pressure to stop
bleeding. Cover participant. Keep them calm. Call 911 or take victim to hospital.
Table of
Contents
1. An Introduction (Abby Horn)
2. The Center Leader (Joe Picoraro)
3. Objectives (Justin McCorcle and Tes Rivera)
4. A Perspective (Maggie Schneider)
5. A List of Activities (Abby Horn) [See full pdf version]
6. Arts and Crafts Ideas (Julie Griffin)
7. Conflict Intervention Strategies (from Camp Ketcha) [See full pdf version]
8. Policy
9. Permission Slip (a .doc file)