My Weirdest Job Ever!!!

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Often in life, we find ourselves in situations where you get asked something by a friend and in hindsight you probably should've said no. I found myself in one such situation a few years ago. I was doing some volunteer work in my hometown of Tamworth when one of the committee members who owns a chicken farm, asked me if I'd like to come and help move some chickens. ‘How hard could that be?’ I thought. Move a few chickens from one shed to another, easy! At the time, I'd been doing a few casual jobs, as well as the volunteer work so a few more dollars and the offer of pizza for dinner was a tempting offer I didn't want to knock back.

“Sure, be happy to help out!” I replied, not knowing what exactly I was getting myself into. But hey, let’s not forget the aforementioned pizza! That evening I drove out to the property, which was about 20 minutes out of town. Now it's funny what goes through your mind when you're not sure what you're getting yourself into. I had visions of picking up nice soft little chickens and placing them in little tubs and carrying them a short distance into another shed. I’m not entirely sure why I thought that, but that was my impression of the job. Sadly, this was not the case…

On arrival, I saw a scruffy looking crew of chicken movers and I immediately felt overdressed in my jeans and T-Shirt. I did wear old jeans, just not old enough. My induction was swift and to the point. Grab six chickens with each hand and load them in the crate.
“Ok… How many are there?” I asked
“5000!” was the reply.
“Oh crap,” I thought as I walked into the shed to see thousands of chickens before me. Well it was too late to turn this down and this was certainly a new challenge for me! So I jumped right in and started grabbing chickens by the legs. The whole thing was really well co-ordinated. There were the catchers, who would catch the chickens and then hand them on to the collectors. The collectors would ‘collect’ the six chickens in each hand, then carry them over and load them into the crates. The crates would then be loaded and stacked onto the back of a truck.

This was hard work! It was summer and the evening air was hot. Add to this, the dust in the shed that'd been kicked up by the commotion, the smell, the noise, the pecking, the scratching and the chicken poo all made this the weirdest and hardest night of physical work is ever done. Everyone kept changing roles of catching, collecting and loading crates. After a couple of hours of work, the job was completed. The shed was empty and the huge truck was fully laden with 5000 enormously noisy chickens. My work here was done! Well… not quite. Now it was time to unload them all.

We drove the truck to the other side of the farm to another shed where we proceeded to unload the crates, stack them onto trollies and then take all the chickens out. Crate after crate I lifted, getting covered with more and more chicken crap. Another couple of hours later, the truck was empty and I was trashed.

I was so tired I'd forgotten about the pizza! But when it arrived, I sparked back to life! It was so worth it. Although I couldn't even look at the chicken pizza without cringing, I hungrily munched several pieces. Looking down, my hands were scratched to pieces, my clothes covered in blood and chicken crap and I couldn't even begin to describe the smell.

I needed to get home for a shower! Just as I was leaving, my friend said, “Thanks for helping out tonight. That's a good start. We've only got another 15,000 to move. So, same time tomorrow?”
Exhausted, I stared back blankly… and with a smile replied, “Sure, same time tomorrow!”

Monopoly

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One thing everyone’s looking for is someone who is genuine. This is a real challenge in education because often teachers are placed in situations where they’re teaching something that they’re not particularly interested in. As a result, they don’t have the passion, they don’t have the enthusiasm and therefore, they don’t have that genuine vibe and engagement in what they’re doing. I noticed this myself the other day.

I was supervising a group of students and there were two activities going on. One was table tennis and the other was monopoly. I’ve never really liked table tennis and so I always avoid it and I make up endless excuses as to why I can’t play. Even though it could be quite beneficial and would help me to develop a rapport with some students with whom otherwise it’s hard to develop, in reality, playing the game wasn’t worth it for some superficial rapport.

If I were to play, since I wasn’t really interested in it myself, I mightn’t put much effort into playing. It would have ended up being counter productive. The students would easily see through this and ultimately there’d be no point in pretending I was enjoying what I was doing. As experiential education is as much about relationships as it is about pushing boundaries, there’s no actual benefit from engaging in some sort of activity such as table tennis, if you’re not genuine about it yourself.

Conversely, there was the game of monopoly being played and one of the kids said to me, “Hey Sir, do you want to be on my team?”
My immediate reply was, “Sure! Sounds like fun!”

The difference was that I love Monopoly. However, I made sure that I didn’t take over control of the game, because even though I’m pretty competitive at Monopoly, I was still the invited number two team member. On a side note, Monopoly is so much fun. I always love having the car but we didn’t get the car. Actually, I also like the battleship, as well and the dog, but I digress.

Anyway the point is, it’s such a fun game and the difference here was that when I was involved, I was attentive, I was exploring options, I was whispering strategies and tactics with my teammate and we were taking turns of rolling the dice. The fact that I was genuinely interested in playing the game made all the difference and it’s something you just can’t make up or fudge your way through.

The end result was that I got to know more about my teammate than I otherwise would have and it created a rapport that enabled far better engagement from him in many other activities. To be able to engage students effectively is just as much, if not more about the positive role modeling that you can provide as a teacher than your knowledge in any specific subject area. This helps you draw on that positive, professional relationship to be able to encourage students when they’re struggling with their own challenges or even just in helping shape their attitude towards new activities or ways of thinking.

Suddenly, through doing something that you really enjoy (and it doesn’t have to be Monopoly), it can open up dialogues later on and enables you to teach more effectively because when students see that you’re interested, passionate and engaged in something, they’re more likely to become interested, passionate and engaged in other things as well. This can only come from when you’re honest and genuine about what your own interests and passions are. Don’t try to ‘fake it until you make it,’ as kids will see through this every time. Just be yourself and things will naturally fall into place.

As an important footnote here, we actually won Monopoly so I was very happy with that, but at the end of the day, it was more to do with the fact that for over an hour a whole group of students and I played an interesting, fun-filled game that everyone wanted to play and left with a better connection than before.

The Trajectory Of Life

Trajectory of Life - Experiential Education

The trajectory of life is a challenging issue about which to talk with teenagers. Unless we understand it ourselves as educators, how can we impart that knowledge and experience onto young impressionable minds that are being constantly bombarded with competing thoughts and feelings?

It’s exceptionally hard to convey to a teenager what life could be like in 5, 10 or even 20 years’ time, especially now that life and society is constantly changing. What can we do?

When I do goal setting sessions with teenagers, and ask the question what are your long-term goals, often I get the overwhelming response: ‘I want to be rich and have a hot wife’; or ‘I want to be rich and have a super fit husband.’ It’s usually the boys who have this very immature approach and all they can think about is about money and hot women. Thanks again to social media for reinforcing shallow delusions.

When you drill down and ask students why they want to be rich and have a hot wife, it turns out that it’s more to do with the notion of popularity at school, than anything real, which is quite unsurprising given their age.

Often, it’s a difficult conversation to have when you suggest that maybe the trajectory of their life may not turn out to be what they want it to be. The reality is, that most peoples’ lives never quite work out the way they envisaged. However, despite the stark reality of life’s challenges, it doesn’t mean that students can’t reach their goals. Instead, as teachers, it’s important that we are able to prepare them for the speed bumps and hurdles along the way.

Many teachers would simply say, ‘You have to work hard at school, go to uni, work hard on your job, then you’ll be successful.’ At this point I’d totally disagree with them. Unless students can establish what their vision of success is, then it’s unreasonable that teachers frame life in this way, because all it’s really doing is reinforcing the shallow ideas of money and a hot wife and not taking into consideration the complexity of life.

Some people have the idea of that success is all about a career and money but what does success look like to you? What’s meaningful in your life? What makes you happy? Not everybody wants to be a lawyer. Not everybody wants to be a doctor. Not everybody wants to be an engineer. Yet for some schools I’ve worked at, unless you’re fighting hard to get into one of those three career paths, then sadly, it makes it impossible for many students please their parents.

I also pose this question to students as part of goal setting. Is pleasing your parents something that will make you happy? Or is pleasing your parents just something to keep them at bay and not necessarily make you happy? I’ve come across many former students of mine who have done exceptionally well academically, but then spent years in the wilderness because they weren’t doing what they really wanted to do. They weren’t doing what they really felt was right for them and as result, weren’t the slightest bit happy with their lives. They were living out someone else’s dreams, not theirs. What seemed like a rocket fuelled ride towards success, with great school results and a wonderful university education, they were disengaged at work and looking for something real.

One of my aims with goal setting is to have students to think about how they see their life developing and start to plan how they want their life to develop. At the same time, there’s the need to help them understand it’s not always going to be easy. Your goals aren’t just going to fall into your lap. When this happens however, we’ve also provided them with the skills to consolidate, adapt and move forward again towards those goals.

We achieve this through experiential education as a metaphor for getting through other challenges in life. However, it can’t be done in isolation. There must be follow through after a program has run its course and there needs to be ongoing support from parents and mentors to help students more effectively plot and track the trajectory that they’re on.

Understanding and drawing on our own experiences as teachers, can be powerful in helping students to evaluate where they’re at and what skills they might need to develop to be able to stay on their chosen path.

What does the trajectory of your life look like? For someone in their 20s and 30s, it can be easier or harder depending on their approach and their attitude. For me, in my 20s the trajectory of my life didn’t look anything like what it is today.

My life was looking very much like a downward spiral into the abyss. I didn’t have the focus. I didn’t have a vision for the future and I wasn’t doing what I wanted to do. Nothing I was doing made me happy, which made it extremely hard at work, as well as deciding what good opportunities for the future were, versus rubbish opportunities.

However, if you have a clear idea in your mind what you’re trying to achieve and what makes you happy, then everything else in life falls into place far more easily. When you’re making informed decisions based upon what drives you and what makes your life exciting and interesting, suddenly, you’re back on that path to success.

Through sharing your own experience, you’re then able to impart that to be successful, life’s trajectory is not always going to be a linear one. There may be set backs but from setbacks, you can regroup, rebuild and become even stronger. Consequently, as part of a much broader part of any experiential education program, you can use the various activities and challenges as a metaphor for the trajectory of life. By relating success or failure in activities your students will face in life, can provide immensely powerful teaching and learning moments for your students.

Through this approach, you can help your students avoid years in the emotional wilderness and get them thinking, ‘Wait a minute, I can decide my destiny. I can build my life how I want it to be built!’

It’s that passion and desire to build a life of one’s own making, that’s often lost in the daily grind of school and the focus on the academic end goal for a university entrance rank. It’s important however, that students can start to develop real ideas of where they want to take their lives and from a teaching point of view, for teachers to provide them with the skills and ability to seek out opportunities, deal with setbacks, and keep moving towards their goals. It’s never going to be a straight and easy path. However, with the right grounding at school, it makes it so much easier.

Snow Sports!

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This week, I’m in Thredbo for what is often the busiest week on the ski fields. It’s a combination of the last week of the school holidays, coupled with the Redlands Cup and a number of other inter-schools snow sports’ competitions. Many teachers use the draw card of snow sports to organise a school trip and at the same time get themselves a nice expenses ‘paid’ vacation! Whilst I’ve gone on one of these trips before, there’s often a lack of understanding of the risks inherent with snow sports that comes with this and having been part of a major snow sports’ program for six years that ran for the whole season, we would often see other schools’ groups on the mountain that were less than prepared for the conditions and the overall environment.

Skiing - Snow Sports

Whilst I’m not saying that teachers just throw caution to the wind, however, the risk profile of snow sports is one of the highest of any outdoor activity. Combine, speed, trees, ice, freezing conditions, lots of equipment, kids and other people who are out of control on the slopes and you get a challenging recipe for injuries. However, this shouldn’t be the case and through careful planning and management, every trip can be an enjoyable and rewarding experience.

So what are some ways to help plan for a safe and effective ski trip?

  1. Consider skill level. If you’re taking absolute beginners, they should be in lessons all day and actively supervised. Given the fact that you’re most likely not an instructor, it’s better to figure in an additional cost for beginners to allow them the best opportunity to learn and develop their skills in a structured manner.

  2. Group size. If you have more experienced skiers and riders and you’re going to allow them to head off on their own, then you need to make sure they’re in a group of a minimum of 4. You must ensure they’ve got your contact numbers and you have their contact numbers as well in case of an emergency. Each group should have ski patrol’s numbers in their phones and it’s a good idea to give them a laminated business card with ski patrol and your number on it.

  3. What to do in the event of an injury. Students need to be briefed on what to do if one of their group of 4 is injured. Firstly, call ski patrol! There’s every chance, ski patrol will get there sooner than you and they’re most likely trained at a higher level of first aid than most teachers as well. Once they’ve called ski patrol, keep the group together and call you as the teacher in charge. If they have to split the group, because they can’t raise ski patrol, two ski to the nearest lift and make contact, the other person stays with the injured student. At no point should any student be on his or her own.

  4. Check in times. Ensure you set clear check in times and locations so that you have regular meeting points to check that all students are accounted for and in good health. If a student fails to meet the check in deadline, call them on his or her mobile, if contact with you hasn’t already been made.

  5. Hydration & Sunscreen. Despite it being really cold and the middle of winter, dehydration and sunburn are major risks. Keep reinforcing the need to remain hydrated and apply sunscreen to exposed skin (mainly lower face as everything else should be covered).

  6. Unless students are experienced skiers and riders with good quality gear, you shouldn’t allow mum and dad’s old gear to make its way down to the slopes. Whilst ski hire adds to the cost, it’s far cheaper than dealing with a major injury because of rubbish equipment.

  7. Everyone must wear a helmet! This is not up for discussion. If you let kids or your staff ski without a helmet you’re asking for trouble. Make sure helmets are specifically designed for snow sports and are correctly fitted.

  8. Set suitable boundaries for your students as well. A lot of them will want to go straight to the jumps and terrain parks, but this takes a certain skill level to do safely and properly. If they want to do this, then put them in lessons so they can develop their skills in a safe and positive manner. Most injuries I’ve dealt with over the years have originated from jumps, boxes and rails!

Skiing - Snow Sports

Have fun! Skiing and snowboarding are awesome sports and they challenge everyone in a different way. Ultimately you’re there with your group so everyone has a safe and enjoyable experience. If you setup the trip with clear guidelines and structures in place, you’re going to have an enjoyable and awesome experience.

Snow Sports - Outdoor Education

First Time For Everything!

Skiing - Outdoor Education

Coming from Australia, there’s not too many double black diamond runs on our ski fields. In fact, when it really comes down to it, a double black in Australia is like comparing a gentle paddle along a river, with a grade 5 rapid. They’re just not the same. So when I went to ski Colorado, I was excited, yet nervous at the same time because the runs are steeper, longer and harder than anything back home.

Fear and excitement is what makes skiing so much fun and I couldn’t wait! The first thing I noticed when I landed in Denver, was how ridiculously cold it was compared with home, where you can get away with skiing in a t-shirt sometimes (that’s if it’s not raining). It felt good walking out of the terminal into that bracing cold, knowing I was in for some awesome runs! It also felt good getting out of the airport because of those weird murals!!! Has anyone else seen them? They’re messed up! I was wandering along and noticed there’s a soldier with a gas mask on painted on the walls of the arrivals lounge. Kinda weird… As this was my first trip to the US, I didn’t think much more of it, as I assumed that all airports in America must be the same, given the love of guns and stuff! But then later found out about all the conspiracy theories about the airport!!! If you haven’t heard any of them, please check them out! They’re insanely awesome, messed up and funny and I can’t wait to fly back in to Denver to see it all again. Anyway, I digress, back to skiing!

I headed to Breckenridge, where I was based for the season cooking meals and helping out in the house with an Australian snowboarding team. The job was simple. I cooked meals for the 25 people in the house and did the shopping and I was able to ski each day! Basically, my dream job. So each morning I went out skiing and then after lunch I went back to the house, prepped dinner and cooked. This gave my heaps of time to explore the four peaks of Breckenridge, as well as Keystone, A-Basin and an awesome day at Beaver Creek.

The Moment It Got Real!

The Moment It Got Real!

I’d been skiing there for a week and kept seeing expert only signs plastered around the slopes. My doubting inner voice kept telling me, ‘Don’t go there,’ you’re not an expert, you’re from Australia. However, my much louder more adventurous inner voice kept telling me, ‘Get there now!’ What are you doing on this lame single black diamond? There’s two more categories higher! Hurry up and do it!!!’ Needless to say, adventurous inner voice won out! There’d been a couple of decent snow falls over the previous few days and they’d finally opened up Peak 10 at Breck, which they’d been holding off doing to ensure depth to the base. I rushed over thinking the whole peak would be tracked out, only to find it relatively empty. This was fantastic! I jumped on the chair and headed up. At the top I saw the sign that drew me in! It pointed to a fresh double black run! It called to me, it dragged me in… It was Dark Rider! My stomach churned as I thought of all the things that could go wrong. I was pushing things too hard, I could break something, I could hit a tree, I could set off an avalanche (something we definitely don’t have in Australia). But once again, adventurous inner voice won with such well-formed arguments as, ‘Just shut up and go for it!’ Ok, you’re the boss! And with a skate of the skis and push of the stocks, I shot forward and down the incredibly steep run, plowing through waist deep powder with every turn. Bam! I copped a face full of snow, pumping up, I turned, dropped back into the powder and Bam! Another face full of snow! This was awesome! My heart raced as I weaved through the pines and danced through the deep powder around me.

I soon reached the bottom. I could feel my chest pounding, my legs burning and a smile on my face I couldn’t wipe off. Turning back, I glanced up to see what I’d ridden, my single set of tracks curving down the insanely steep run! I’d made it! It felt amazing. For me the fear of the unknown double black was finally put to rest. I’ve skied since I was five years old, but I’d always had the self-doubt around taking on a seriously challenging run. However, a few days before Christmas, I’d finally done it and I couldn’t have been any happier! As with anything in life that pushes the boundaries, if you put in the effort, build up to it and are confident in your ability to take that final leap which scares the hell out of you, then you can do anything!

As soon as I caught my breath, I was back on the chairlift, to do it all over again!