Teachers and Outdoor Educators

It is an extraodinarily wide chasm that separates the (physical education) teacher apart from the outdoor educator, and it is painful to see the differences between the two being glossed over when the former tries to assume the latter role under illusions of competency and with arrogance.

Some common assumptions on the part of teachers who tries to act as legitimate outdoor educators:

1. That being a recreational climber/trekker/kayaker/cyclist etc give them enough authority to supervise, or worse, teach others in the sports;
2. That being an outdoor educator means giving out sage advices and technical information about the outdoors (sometimes only about the gears that they are using), whether or not others are interested to know;
3. That engagement in the outdoor activities is the be-all and end-all of outdoor education;
4. That facilitation work means asking participants "So what do you feel about the activity..." questions after each day;
5. That the best programmes are the ones that pack the most activities in them at the cheapest rates;
6. That safety in outdoor activities means no risk, or no fun, from both the physical and psychological perspective.
   

In the outdoor classroom, the educator sets up the environment but do not push the student through the lesson. It is a place where the student is truly empowered, and the teacher must cede power to the students to decide what they want to take away from the experiences.

Some rash words from my impetuous self, prompted by a fear that the upcoming PESS outdoor education 'module' will breed yet another batch of teachers who believe they are true outdoor educators after the camp.