written by Nadine Wetzel, St. Croix guide
“The essence of independence is to be able to do something for one’s self. Adults work to finish a task, but the child works in order to grow and is working to create the adult, the person who is to be. Such experience is not just play, it is the work they must do in order to grow up.”
~ Dr. Maria Montessori
In guiding children to make choices in the classroom, I often remind them that their Daily Math, journal prompt or follow-up work is “their responsibility, the work they are doing to build their brain.” Even if they enjoy the lesson or enjoy writing, they still often need reminders to attend to this academic work. Rarely is this the case if a student or group of students has chosen to undertake the work of planning a “Going Out.” We often say “it's the process that matters,” an adage that perfectly fits “Going Out.” Students may need to get a library book they’ve requested, ingredients for food they want to make, learn about a new class pet or observe animals at Como Zoo and none of this can be accomplished within the walls of our school. So they MUST venture outside, beyond our campus.
You’ve likely seen determination & motivation in your child when they really want something. This same drive is visible when children are planning their Going Out, only it is multiplied by the number of children who are involved and it becomes true “group work.” They write each other reminder notes and talk to parents at pick-up and drop-off to ensure their event happens. Upcoming events on the calendar are scrutinized. Will everyone be able to participate? If food is being prepared, ingredients are studied. Is it gluten-free? What is a substitute for the butter so our vegan classmate can also enjoy this? It is critical that everyone is included. Inevitably, unforeseen circumstances occur and students process their disappointment and move to Plan B (or C or D).
A significant part of my job is to ensure the health and safety of each child. Therefore, prior to the Going Out, I meet with students to review their transportation plan. Each student has a map and a highlighter. Estimating travel time becomes a topic of conversation. Here in St. Paul, students have expressed frustration at how long travel times are on the bus. Then we have a conversation about how great it is that public transportation exists or that particular Going Out couldn’t even happen and we also imagine what it's like to ONLY use public transportation. Sometimes biking is faster, one student pointed out. This work directly supports our goal of developing children who can safely explore their world. I also remind the students they are ambassadors for Great River; they’ll need to shake hands, make eye contact, hold doors and conduct themselves with Grace & Courtesy.
Students become acutely aware of their surroundings, an essential life skill. A working knowledge of directions, distances and street names is incredibly important. Remember, these children will soon be biking with friends and even driving independently! A Going Out truly has the appropriate amount of risk for elementary aged children.
I have the unique perspective of being both a parent and a guide of elementary aged children since 2007 so I’ve heard many stories about Going Out experiences and guided many students through their planning process. When reminiscing with former students, the stories often include a memory from a Going Out. Years later, they can still recount details about their interviews or the animal they observed or the duration of their errand. These students have gone on to plan long camping trips, prom, and gather materials to make appreciation gifts for graduating seniors and coaches. They learned to communicate respectfully with business people, handle setbacks with grace and creativity and enrich their communities.
Though I’ve never had the opportunity to chaperone a Going Out, I’ve heard that work that’s as challenging as it is rewarding. Please contact your child’s guide if you are interested in finding out more!