TRB 2

The evidence piece I have chosen to represent my ability to fulfill the requirements as described in TRB 2 is a photograph of the title wall for an exhibition at the Vancouver Art Gallery which represents my experiences chaperoning two Senior Visual Art field trips to Vancouver to visit the Vancouver Art Gallery, while teaching, on practicum at Dover Bay Secondary School in Nanaimo, BC.  I have also included a link to the SD68 Field Trip Administrative Procedure Document (AP300), which details the expectations of the Board of Education with respect to field trips, and their recognition that safety for all students and staff is paramount as far as field trips are concerned. The first field trip I volunteered for took place on November 29, 2018 and the second field trip I helped out with took place May 9, 2019. Field trips require a great deal of commitment and time on the part of the teacher, both in terms of organizing the event and the additional responsibility they take on for the students on the trip. That being said, I think the students who participated in these field trips really benefited from the experience and seemed to have a great time as well. Field trips provide an opportunity for students to build relationships with each other in a new context through a memorable, enjoyable, shared learning experience.

The Senior Art Spring field trip to the Vancouver Art Gallery took place on the same day as the annual Dover Bay Secondary Senior Physics field trip to Playland in Vancouver. Both field trip groups were on the same ferry at the end of the day returning to Departure Bay, so students were checking in with each other and sharing stories about their experiences in the waiting area. The group of students I was standing with were talking about wanting to go on the Physics field trip the following year and which courses they would have to take in order to qualify. I found this interesting because it demonstrated to me how much the students enjoyed and looked forward to the annual field trips organized by teachers, and how significant these activities can be in terms of increasing students’ motivation to register for specific courses. Not all students wanted to sign up for physics just to go to Playland but I imagine it tipped the scales in favour of Physics for some.

Field trips give students opportunities to have experiences which teach them life skills as well as supporting the content they are covering in the classroom. Field trips employ experiential learning and demonstrate to students that there are many resources that can support a lifetime of learning opportunities in their communities—whether they attend a museum exhibit, go to a live theatre production or experience centripetal forces on a terrifying ride at an amusement park. When students start to connect the curriculum content they learn in school with things that interest them outside the classroom, the intrinsic value of education becomes apparent. Which in turn may become incentive to apply themselves to their studies even more. Maria Montessori felt that adolescents’ “learning should be connected to every-day living skills.” (David L.) This resonates with the enthusiasm students show when it comes to field trips in general.

The value of field trips are the reason teachers go the extra mile to organize and lead them. This puts teachers out into the community where they are held to a high standard by the general public. This reality is why TRB2 is so important, and the reason I paid extra attention to maintaining a high level of professionalism in both my appearance and interactions with others as a volunteer on these field trips. Modeling polite and respectful interactions with others, is part of our responsibility as teachers because we are seen as role models to our students. As a parent I have volunteered on field trips as well and understand the level of responsibility expected of educators in this circumstance. Like many professions, educators need to be cognizant of how their individual conduct contributes to the perception of the profession as a whole. We are expected to demonstrate a high degree of professionalism, out in the field because essentially we are employed by the public and responsible for our students’ well-being, safety and education. This direct connection with the general public is why we need to be aware of how our conduct is perceived during school hours as well as after hours. This seems like a reasonable expectation given the members of society we are responsible for. 

My experiences helping out with field trips over the course of my year 5 practicum also demonstrate my understanding of the education system in BC and the law as it relates to teachers’ duties as detailed in 

TRB 2.  As previously mentioned, teachers are required to follow a specific Administrative Procedure (333 in SD68) when they are planning a field trip—SD68’s document AP300 is ten pages long. The attention the Board of Education pays to this process indicates how seriously they take this type of undertaking. The document also clearly states that “The Board of Education, Nanaimo Ladysmith Public Schools, affirms the educational value of well planned and supervised field trip learning experiences. Such experiences enrich the curriculum and provide an opportunity for young people to apply their school learning in situations outside the classroom.” The prospect of organizing a field trip can be a deterrent to some educators, and as a result I really respected my sponsor teacher, who organized two over the course of the year I was there. Some of the legal requirements for this process include criminal record checks for any adults volunteering for the excursion and informed parental consent. The AP300 form states: 

All such activities must have clear educational value, proper advance preparation, informed parental consent (consent given with full knowledge of the risks involved and the probable consequences of the proposed activity), adequate supervision and a high standard of care.

I feel having a clear policy and procedure document like this is a valuable tool for educators and can prevent a great deal of potential problems. Following the guidelines laid out by the School Board helps ensure the safety of the students, as well as the teacher and volunteers involved. Despite everyone’s planning and vigilance accidents may still happen and problems may still arise, so we need to make sure we are doing our due diligence as teachers and professionals in the care of children. Following guidelines laid out by the Ministry will also help us as teachers in the event of litigation.

Through volunteering to participate in the two field trips to the Vancouver Art Gallery during my practicum at Dover Bay Secondary School, I demonstrated my ability to behave in a way that represents my appreciation for both the significance and the value of the expectations detailed in TRB2. As a pre-service teacher, I understand the reasons why we need to conduct ourselves in a professional manner in order to retain the respect and trust of the general public who are putting the education, safety and well-being of their children in our hands every time they drop their kids off at school. I value and appreciate the work the Ministry and Boards of Education have put in to develop the policies and procedures that help to ensure the safety as well as legal protection of students and teachers alike. Likewise, I understand and accept that my commitment to ethical and honest conduct is necessary to maintaining the level of respect the general public has for the education system in our Province. 

Works Cited

David L, "Montessori Method (Montessori)," in Learning Theories, February 1, 2016, https://www.learning-theories.com/montessori-method-montessori.html

https://www.sd68.bc.ca/wp-content/uploads/Administrative-Procedures/300/AP-333-Field-Trips.pdf