Take a Deep Breath and Enjoy the Season

During these final hectic days and hours, when last minute shopping, cooking, and preparations for visiting guests are made—it is easy to get sucked into the future, into “what do I need to do next?”

We sometimes see that with our trip leaders in the summer, too. They are so focused on route-finding, safety, and mitigating the what-ifs of weather, blisters, slow hikers, the upcoming mountain climb, and monitoring the preparation of campers and staff—they forget to stop and breathe.

This is why we encourage a few moments each day of a trip—and even before and after every activity at camp—where the individuals as a group stop and share their goals for the trip/activity, their possible fears, their triumphs, their failures, their high points, their low points, and how they have grown (or think they may grow). Stretching together before a hike begins we can share our goals for the hike: “I want to set the pace today” “I don’t want to be at the back today” “I want to put up the rain fly myself” “I want to help cook dinner” “I want to enjoy the scenery and stop being so nervous about the climb” “I want to stop someplace beautiful and take a nap in the sun”—this helps remind the campers and the trip leader that they are ALL part of the experience, that—in fact—the hopes, fears, and goals they each bring to the trip make the experience that much richer for everyone.

Then, after a long day on the trail, in the saddle or on foot, they can share the insights the day provided them. “I saw a cloud that looked like a pig eating a chicken” “I really appreciated Jordan’s help when we were crossing the stream” “I didn’t think I was going to make it over the ridge, but I did—and that felt great” “This was the BEST dinner I have ever eaten—I usually HATE spaghetti!” “I liked how we stopped and just listened to the stream after lunch—it calmed me down” “Playing those hiking games was my favorite part of the day, I never even felt tired” By giving campers the space and time to reflect on their day, a trip leader sees how his/her planning, effort, coordination, and dedication pays off in real growth experiences for kids.

So this holiday season, make sure you take time to ask those sitting around your table what their favorite part of the day might have been, or have a story night when each member of the family shares a short story from their childhood (kids included!), or take time to light some special candles and share why you are grateful this holiday season, or just take an evening stroll around the block as a family to look at the holiday lights, stars, or just see the beginning of the crescent moon sparkling on the snow.

Happy Holidays!

Outdoor Leadership

I am currently working on my Capstone project to finish a Masters in organizational leadership. You will probably read a few posts from me about this over the next few months.

I was doing some research last week. Do you know how many articles and books there are available on leadership?! Hundreds. Topics range from leadership, to recognizing it, being a better leader, leading change, leaders during problems, leading in crisis, leading teams, leadership development, etc. While there are various topics and themes to the research, there is an underlying message in each – leadership is important.

While businesses want to hire young employees who show potential as strong leaders and colleges are looking for students who will be leaders in the community, I could not find a lot about leadership opportunities for high school students, especially in Colorado.

Why is this? There are national programs and conferences that students can go to, many times to represent their school. These programs typically last for a week with the goal to give students the resources to be leaders when they get home. There is something lacking with these programs though. They are indoors in classroom settings. I disagree with this teaching method.

Leadership is experiential. Yes, there is a need to understand certain principals and methods that can be taught in the classroom, but this is not enough. To best learn to be a leader, young adults need to interact with others and practice being leaders.

I think it is the best way to learn. I have worked with high school students from various backgrounds and experiences and have watched them all demonstrate stronger leadership traits than they thought possible while leading outside.

Can you think of ways to teach young adults to be future leaders in the outdoors?

'Tis the Season

Now that winter has arrived you might find you and your family spending more time inside playing the Wii or backing cookies. Scholastic has put together a fun and exciting list of winter activities that you and your children can do even when snowflakes are flying. Lets learn from and enjoy this wonderful season.

•Create a sundial. Find a long stick and set it in the snow. Try to tell the time throughout the day by where the stick's shadow is cast. (At high noon there will be no shadow.)

•Start a nature sketchbook. Buy an inexpensive artist's sketch pad or book and begin a winter nature diary. Each time you take a walk, observe something up close in nature. Draw the item, then write down descriptive details and date the entry. Continue you observations and entries throughout the year as seasons and locations change. This is especially fun if you visit the same area year after year — you can compare your observations over time.

•Identify trees during a walk in the winter woods. Observe the shape and bundling of evergreen needles and patterns on bark. Borrow a naturalist's guide from the library to help make your identifications.

•Go on a berry hunt. Pick berries with leaves attached and try to identify them (but don't eat them!). Use a naturalist's guide or check the Web before or after your search to find clues.

•Observe the night sky. Before your trip, research the constellations and planets that may be visible on a cold clear night at the latitude and longitude where you are staying. Practice picking them out in the heavens by first tracing the constellations on paper. Then, when you are away, it will be easier to find them. Your Sky is just one site where you can map your sky.

•Search for animal tracks. The best time is early morning when snow is pristine — you'll find the tracks of nocturnal animals. Draw and label what you see. Visit www.bear-tracker.com before you leave for your trip, and download pictures of tracks for black bear, porcupine, beaver, red fox, gray squirrel, moose, skunk, brush rabbit, deer mouse and black-tailed deer. You can also learn about their winter habitats at the site.

•Keep an eye open for skat, too. Droppings are another way to look for signs of animal life.

•Collect pine cones from different types of evergreens. Take them home as mementos of your trip.

•Take bird-watching breaks. Record your findings in your sketchbook. When you get home, do some research (using the Internet or an Audubon guide) to find out what types of food these birds forage for in winter.

•Listen and look for owls just before dark. In the daytime, keep your eyes open for "owl pellets" during your walks. Owls spit up these small, oval-shaped balls that may contain bits of undigested bone and fur.

•Hunt for icicles. See who can find the biggest.

•Explore lichen. To identify and learn more about various kinds, check out http://www.angelfire.com/ma/pondart/lichenpage4.html.

•Search for deer fields on foot, while showshoeing, or when you are in your car. Deers like to collect in meadows that are sheltered by trees.

•Blow bubbles outdoors in the cold. Do they freeze? Visit Bubblesphere for a host of information.

•Play snow "basket"-ball. Scoop out a large bowl-shaped area in the snow and make a ton of snowballs, then see who can land the most into the basket.

•Try snowball catch for variation.

• Team up for snow hockey or golf. Use a broom for hockey, or bring along a toy club for golf.

•Have fun with outdoor tic-tac-toe. Use a long stick to draw the grid and the Xs and Os. Or color snowballs (use a spray bottle filled with watered-down food coloring) and throw them into the grid to play - red against blue, for example, instead of X vs. O.

•Go snow bowling. Line up inverted pails of snow, then try to knock them down with snowballs.

•Build a snowman, of course. Use stones, branches and berries to decorate (and a carrot for his nose!).

Go With the Flow, Momma!

Just last week, I watched as my 13 month old son gingerly, methodically, joyfully occupied himself for over 15 minutes by removing and replacing the lid of a baby food jar.

This meant a number of things: a) I could eat my dinner without attempting to shovel bites of spring vegetables and pasta into the mouth of a willful would-be toddler; b) he was completely immersed in a task that interested him; and c) to witness the growth of perseverance is a gift.

“Life Skills” is one of those over-packaged, over-used phrases that blandly attempts to characterize (often in list form) the myriad gifts that make us successful humans. I think I prefer the phrase, “Behaviors and Tendencies That Make You Great.”

Perseverance is one of those behaviors. Perseverance, in my mind, finds its beginnings in what I have come to know as “flow”—or as Mihaly Csíkszentmihályi describes it in his seminal work, 'Flow: The Psychology of Optimal Experience'— a state of concentration or complete absorption with the activity at hand and the situation. According to Csíkszentmihályi, we are happiest in these “flow states” where we are intrinsically motivated by whatever it is we are doing—from working on a car, to writing a novel, to gaining enough gross motor control to grasp and release a lid over and over again, to rock climbing, to mountain climbing, to horseback riding…and everything in between.

We have all experienced “flow states”, and those were some of the happiest moments of our lives. These moments are “characterized by a feeling of great absorption, engagement, fulfillment, and skill—and during which temporal concerns (time, food, ego-self, etc.) are typically ignored.” (Especially the food part, especially if you are a little person.) And in these moments, when we encounter obstacles, we merely see them as a puzzle/challenge that we GET to overcome. The more often we are presented with challenges while we are in this optimal state, the more we will view obstacles as necessary—and interesting—parts of our path to satisfaction and happiness.

If this has been our experience when we encounter hardships, the more often we will associate hardships with eventual success…so we will choose to persevere to accomplish the task even if it means we must fail repeatedly before we are able to accomplish it. But let’s return to my kitchen table a moment…

I have finished eating my dinner and decide I haven’t been adequately celebrating the Great Triumphs and Astounding Genius of my Miraculous Boy Wonder. So I start talking to him: “Good job!” “Wow, you are A Master of Gross Motor Skills!” “Hooray for you!” (and the like). And, suddenly, he stops playing with the lid. He starts smiling at me, batting his eyelashes for a moment, and then, with a flourish, deliberately jettisons the jar lid at the dog and begins to howl.

So what happened?

I interrupted his flow state. I interrupted his moment of self-generated happiness by trying to impose myself and my annoying verbal nonsense in his quiet, self-absorbed world. His efforts were undermined by my very desire to be supportive. So he quit.

Studies are showing that there are a lot of kids who have self-reported “high self esteem” who give up, quit, or don’t even bother to start something if they think will fail. Why are they so afraid to fail? Because if they have grown up feeling and believing that support, joy, love, and success only comes from others when they succeed in a task (get a ribbon, get an A, etc.), then how will people react when they fail? They think that support, joy, love and sense of success will vanish, and take their high self-esteem right along with it.

But true self-esteem comes from the “self”. And developing a unique sense of self is one of the best gifts a child can take away from a summer camp experience. At camp a child has the opportunity to define him or herself outside of the home environment. It is easier (and safer) emotionally to try and to practice perseverance in the summer camp environment. The peer group is varied, the number of supportive adults is larger, and the entire progression of summer camp emphasizes the process over the outcome.

So, tonight, when my son alternated between inserting and removing his spoon from the jar, as well as continued his lid placing practice, I put on my summer camp counselor hat and merely stated (calmly and occasionally) what he was doing…and then I just watched him practice and practice and practice…and watched him learn how great it feels to grow.

A Modest Proposal

A number of high-ranking political figures have recently been seriously suggesting that American young people should spend more than the current 180 days a year cramped into small desks in classrooms.

I would humbly propose that what American young people actually need is less time held captive in small desks and more time in the great outdoors. Richard Louv, author of Last Child in the Woods: Saving Our Children from Nature Deficit Disorder, provides

compelling research to support his statement that children who spend more time in nature are “happier, healthier, and smarter.”

And so, to my plan for revolutionizing education in the 21^st century: simply put, kids would spend 6 months a year—from November-April—in a traditional classroom and 6 months a year—from May-October—at camp. Of course, there would be family vacation times and holidays (and perhaps Swine Flu outbreaks) built into this schedule but I leave that for someone else to figure out.

Let’s look at some of the societal changes that have made this proposal a good idea. Take technology, for instance…we know that in today’s world more information is being generated every day than anyone can possibly “learn” during that day. Therefore, the challenge for educators is not to fill children’s heads with knowledge, but to teach them how to learn, and how to access the information they need. And even more importantly, young people need to gain curiosity and wonder in order to become life-long learners. Where better to gain a sense of curiosity and wonder than by marveling at the stars, exploring the rocks, or contemplating the interconnections of our ecosystem?

Daniel Goleman, author of books on emotional and social intelligence, has shown that social skills and emotional skills are more important for future success and happiness than IQ. Social and emotional skills are the curriculum of camps. We intentionally teach how to be a friend, teamwork techniques, integrity, respect, perseverance, resilience and many more character traits and skills for successfully navigating the world.

Peg Smith, Chief Executive Officer of the American Camp Association recently wrote in Camping Magazine “There is a great deal of debate right now around education reform. I submit that the answer to the problem, currently framed around reforming the traditional school system, is not to confine children to classrooms for year-round school. I believe the answer lies in much more natural, developmental settings that promote experiential learning, improve social skills and physical fitness, teach kids to take calculated risks in a safe environment, and expand the creative mind allowing for the possibility of innovation.”

I agree with Peg Smith, Daniel Goleman, and Richard Louv.

Sanborn Western Camps - Why Work at Sanborn Western Camps?

Sanborn Western Camps - Why Work at Sanborn Western Camps?

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Ways to be Involved

This past week Sanborn Western Camps hosted the American Camp Association Rocky Mountain Section Fall Conference. The Conference had many educational breakout sessions that strengthened the experience camps deliver to campers. Some sessions focused on how to teach leadership, social skills, and how to find/retain quality staff to support the lessons taught at camp. Camp is a place that children learn life skills that help them thrive in and out of the classroom. Camp provides the opportunity for children to reconnect with nature. The children and Nature movement is sweeping across the country and we must help in supporting it. Here are some quick and easy ways that the ACA has identified that will help raise the importance of getting children out of doors.

1. Join NatureRocks – a national campaign created to inspire and empower parents to take their families to play, explore, and enjoy quality time in nature for happier and smarter children. www.naturerocks.org

2. Join the National “No Child Left Inside” Coalition and follow what is happing with the piece of legislation. www.cbf.org/Page.aspx?pid=687

3. Provide opportunities for children to engage the natural world in meaningful ways.

4. Encourage youth to be good stewards of the environment. Teach Leave No Trace (LNT) principles and environmental ethics. Foster environmentally friendly behaviors.

5. Take advantage of “teachable moments” with children. Explore and focus on natural elements. Look at the stars, the clouds. Facilitate in children the sense of wonder and awe.