Thursday XIII: 080907 Pamplin Historical Park Civil War Adventure Camp

How I Manage My Student Tours in the Field

Prologue:

I've been reading several educational blogs concerning effective classroom management and for the most part they have been very good. My experience with managing students on tour was by the 'seat of my pants' and after trial and error and eventual success. I finally feel as if I am in almost complete control of my domain. However, I was always open to learning more about classroom management techniques; there's always room for improvement.

Professional 24-hour tour guides are bright, knowledgeable, and flexible but surprisingly, many do not have college degrees! What they do have is practical experience (which I prize above all else), a deep love and appreciation of history, and excellent social skills. The main mission of guiding is group management and communication. The group must be manageable before there is any communication! One must get their attention, and most importantly, keep their attention.

Some years ago, I had the opportunity to take my first course in education and one that entailed classroom management. The tour company I worked with became the first to become accredited. Because of this accreditation, all the tour guides needed to be ‘certified’ and go through a certification course (4-6 hours) as well as learn new ways to approach educational content and student management.

Unfortunately, the educational ‘professional’ was one who believed in motivating students with candy and promises. I don’t believe that for each correct answer from a student, we should be throwing a Jolly Roger at them as we would throw a fish to a seal. It’s undignified and demeaning. I also don’t believe that we should make promises that we might not be able to keep if we don’t have complete control over the situation i.e. "If you come back to the bus within ten minutes, then I can give you all an extra fifteen minutes swimming", only to find out that the hotel pool is closed that evening! I resent ‘carrots’ that would put the focus on anything other than the learning process. Running back and forth to the bus at the Jefferson Memorial to take a quick photo, without learning anything, in order to get more swimming time at the hotel, is counter to the mission of a true educational trip. That’s sightseeing.

After expressing my displeasure with his theories, and there were so many others I found offensive, I was asked by this trainer how I would reward students. I countered, “Education and knowledge are their own rewards; I believe in praising, but not bribing,”

While I am not a real touchy-feely sort of person, I recognized that my management became easier and facilitated educational goals when the students understood that I both liked and respected them. I do compliment my students and encourage them. Praising students for their curiosity and critical thinking skills bolsters self-esteem and worthiness; it also promotes more of the same. Students need to be praised, they don't get enough of it in their everyday lives, but the praise should be earned.

Occasionally, if I have extra money, I will treat them to ices, buy some pretzels, Krispy Kreams right from the bakery, or a ride on the carousel on the National Mall. Sometimes I have balls and frisbees stashed away in my bag in order to give them a half hour in between museums to 'blow off steam', which is important. If they’ve really put in a good, full day when a lot of demands and rules have been followed, I will return to the hotel early. Why? Because I love them! My rewards are a thank you, rather than a please; they are never announced beforehand.

But I am no pushover; my authority is well-established and I have high expectations for my students and challenge them at every opportunity. And believe me, they in turn, appreciate and respect me.

After listening to drivel for two hours, I had had enough and walked out. I don’t believe he had ever been in charge of a group in his life!

Tour Guide Challenges

While teachers are striving to keep their students seated and quiet in order to be receptive to learning, we have to keep them in lines (for extended periods), cross streets, enter buildings, up and down staircases, and get through security. We also need to monitor their behavior in restaurants, museums, and hotels. We’re on duty 24/7. Our communication efforts are often thwarted by outside noises, crowds, and other influences that we must plan for and deal with.

In many cases we also have to manage overprotective and/or demanding parents who are not accustomed to the schedule and rigors of student travel. Additionally, some parents haven’t cut the umbilical cord and are in the way of their children's growth spurts and chance at some independence and ‘space’. (Sometimes children need to learn to work out their own problems without parental interference.)

My groups can be as large as 57 students and adults, so you can imagine that priority # 1 is safety!

After years of honing my skills, I have come to the conclusion that the secret to getting the best response from the group is to have them understand that the tour guide is in charge (in tandem with the teacher), the tour guide loves and respects each and every student, and the tour guide does everything in the best interest of the group.

We’re supposed to lead; they’re supposed to follow. And it is best that they want to follow1

Establishing One’s Presence and Authority

From the moment I meet the group at baggage claim until the time they go through security to return home, I put myself in a position of authority. (Naturally I defer to the wishes of the teacher/organizer, but by that time we have already spent hours designing the tour together and have talked over how the tour is to be conducted.)

When I first greet them, I am warm and welcoming. I introduce myself, or have the teacher introduce me, which is much better. I answer any questions and it is at that point that I start learning their names. I inquire about their flight. I note that they look tired. I ask if they are hungry (typically we provide a meal after the flight since the airlines are not serving meals anymore) and tell them that we will get to a meal as soon as possible. I mention that they need to remove any cameras, film, jackets, rain gear, medication from their luggage, for once it is under the bus, they will not see their luggage until we arrive at the hotel – because it is difficult on the driver. And most importantly, to get their last ‘chews’ in because from this moment until they get back on the plane, there is no chewing gum allowed. (If you’ve read my post about gum, you’ll understand!) I introduce the driver in advance at baggage claim and have them greet him by name when they first meet him at the bus. So from the get-go I let them know that I am concerned about them and that I am the other person in control.

Bus Management

If possible, the seats in the back of the bus should be off-limits to students. If there are parents, I put them on the bus first and they sit in the back in what I call the, ‘Coffee Klatch’. I want to establish a classroom setting; after all, this experience is for the students. The teacher and I are up front in separate seats across from one another so we can confer. If there are far fewer students than seats, then I block off a few rows of the bus in the back to bring them closer together in the front. (Whenever students or adults spread out in a bus, the level of engagement drops significantly. When a group is ‘bunched-up’, they are more receptive. This is also true in theatre.)

I introduce the driver and then go over a detailed safety talk about riding in the coach, the do’s and don’ts, the use of the ‘recycling area’ (toilet), the fact that the bus is the driver’s ‘office’ and they should respect it and keep it clean. Before the group de-boards the bus at each stop, they are required to throw the garbage away as they leave the bus. A thorough cleaning before entering the hotel is necessary.

Adults always board and exit the bus first. (No student should be on the bus alone with a driver - for the driver’s protection. No one should stay on the bus that is sick; find another place, go back to the hotel, or get some help. (The driver should not have to be attentive to or responsible for sick people. It can be a dangerous situation when the bus is shut down and becomes either too hot or too cold, or the person gets ‘sick’.) The bus should not be looked upon as a detention center. (Why punish the driver?)

Rotate sides of the bus getting off the bus. Or have boys off first one time, and the girls off next next.

And while I don’t advocate people standing up in the bus, I do walk back and forth to have short conversations with the students to keep in 'touch'.

No cell phones, walkmen, IPODS, MP3’s, or gameboys are allowed on the bus during the tour. (I will allow them on long drives i.e. Williamsburg to DC.) But having to ask them each and every time to remove their electronics is annoying and takes up valuable time during commentary; there is also a bit of resentment on the part of the student when I interrupt a game or a favorite song.

The only thing consumed on the bus will be air and water. No food or candy. (Unless there is an emergency box lunch meal that has to be consumed on the bus because of time or weather.)

It is on the bus that I discuss my ‘catch phrases’ and nomenclature. These phrases and terms (some silly) are like secret code words for the group and bind them together. These phrases and words can relate to the way we line up, attitude, and philosophy. They are instructive and motivational. Sometimes the students add their own and personalize the experience. If there is more than one bus, one can see the difference in attitudes and deportment between and amongst the groups because of these phrases. I also have a set of hand signals in the event we are in an area where I cannot speak to the group i.e. a secured area in a Federal Building or a noisy crowd.

All this is explained in depth so that the students understand why these are necessary.

I always ‘high five’ them as I count them getting off and getting on the bus. The ‘high five’ has become most important and they usually smile while they are doing it.

Management in the Field

I set out a set of challenges and problems one can come across during the course of the tour and ask for suggestions on how we can make things easier. The students then take ownership of many of the rules. Some of them are quite creative and I have used them for all my subsequent tours.

When it is convenient, I also like to include the students in the planning process and give them an idea about logistics. Part of the educational process is learning how to travel and make choices. Teaching about options and flexibility is also important.

I personalize all the people with whom we are going to meet during the tour. I know the names of most of the guards and Capitol Police, managers of restaurants, wait staff, hotel maids etc. I explain to the students how hard their respective jobs are and why. It is our responsibility to help make their jobs easier and their day brighter. When they understand that these are real people trying to do their jobs, the students are far more respectful than if these people were just anonymous authority figures or servants.

It is important to teach the skills of getting around an urban environment. I need to teach the students how to walk on a sidewalk (look at the sidewalk, make an imaginary line down the center and say to the right of it.), go in and out of doors. (The revolving door is the most challenging: single file, to the right, one at a time, push and walk!), up and down staircases (same as walking down a sidewalk), on escalators (In a single line, stand on the right, or walk to the left.), elevators (Let people off first, don’t jump or press all the buttons!), on the metro (my infamous John Wayne imitation – but they don’t know who John Wayne was!).

Common courtesy like holding doors and giving seats to the elderly or physically challenged must also be taught.

I have a hand signal for a ‘huddle’ when I need to speak to them outside and there is a lot of noise.

If possible, I find a secluded place where they can sit in the shade. Students are far more receptive when seated and comfortable.

I break them up into smaller, adult-centered groups to visit memorials and museums etc. No one learns as much in a crowd as in smaller groups. In those cases I talk to them about the site first, tell them what they should look for, and give them a specific time and place to meet. With that system, I have never lost a student at the Lincoln/Korea/Vietnam Memorials, even when it is crowded at night.

I like planning a Hawaiian shirt day. That needs advance notice, so that the students can buy and pack it in their suitcase before traveling. On one of the days, in the middle of the tour when there are no ‘official’ visits, I announce the Hawaiian Shirt Day. This raises the spirits of the students, as well as the onlookers, and it becomes something they look forward to. You can't imagine the effect of the shirts on 57 people walking on the National Mall! (Designing tee shirts for the group is also wonderful, especially on the first and last day. They should be all the same color, preferably bright, so the students can be seen in a crowd.)

I like pointing out how other students (Student Tourists or STs, the lowest form of life on earth) act and are disrespectful as opposed to my ‘enlightened ‘AIT’s’ (Adults in Training). My students are respectful after seeing these ‘STs’ in action and normally report some bizarre or foolish behavior they witnessed.

Anything that I ask them to do, I follow myself. If they can’t have gum, I will not chew gum. If they cannot sit, then I will not sit. And I do tell them that I will not ask them to do anything that I’m not prepared to do myself.

Don’t forget the assessment! If you ask them to find out about something, you must allow some time for a discussion concerning their discoveries, opinions, and feelings.

And count, count, count! (See my posting on that)

Management in Restaurants

I like to have some upgraded meals and the students usually respond well to a charming French restaurant or something exotic. I do go over good manners and ask that they thank their servers and use ‘please’ or ‘no thank you’. Compliments go a long way. I also teach them the words, ‘ma’am’ and ‘sir’. In fact, I address my students as Miss or Mister on tour and as a group I refer to them as ladies and gentlemen or my AITs. The students respond much better to being termed as ladies and gentlemen than boys and girls. This is something that I would suggest in any classroom.

I usually call ahead to find out the table configurations and have them in table groups before they reach the restaurant. Adults always are seated and served first. (I tell my AIT’s that it is because they’re older and slower, which is the real reason; we do take longer to eat.)

Normally their table manners are atrocious and I don’t have time to teach them how to hold a fork or how to cut meat. I’m concerned with keeping the table clean and not having them play with the salt and pepper shakers, sugar, etc.

I always go around to inquire at each table how the food is etc.

They need to be mindful that there are other people dining there as well.

Management in Hotels

Ah!

This is a real problem area.

It is not their home or personal room; it is on loan to them and belongs to the hotel.

They need to share beds (even the guys –one above the covers, one below.)

They need to be respectful of the furniture etc.

There are other people in the hotel who are trying to sleep, at all hours of the day and night.

They need to be dressed properly with shoes when outside the room.

I establish a room captain who holds the keys and assign specific tasks for the room group each night and morning to clean the room. (It is imperative to give them real specific tasks i.e. folding the wet towels over the bathtub, putting all the trash in the bin, keeping your clothes either in the closet or in your suitcase, which should remain closed during the day.)

There is a curfew and lights out time. (This must be respected by the adults who should neither disturb the students, nor try to have secret pizza parties after hours with their son/daughter’s room.)

Always have security guard on duty to protect the students.

There are no room-to-room calls except to the teacher in case of a problem or emergency.

They need to know what to do in case of fire and where to meet up with the group.

I don’t advocate the ‘taping ' of rooms’ doors anymore; it has tipped off pedophiles as to which rooms contain students.

Girls and boys rooms need to be separated and no connecting doors between student rooms.

They need to set their own alarms and room clocks in addition to the wake-up call that is arranged for the entire group. (No excuse for being late!)

They need to place their name tags on the inside handle of the room door, so they wont forget it (on the task list).

But more importantly, they need some time to relax, but not enough to get into trouble. I advocate a journal or workbook where they can record the events of the day. Nothing very demanding, but something to get them focused. I hardly ever have problems with noise or deportment etc. when students have a little bit of work to do. Breakfast is a good time to check this over.

Management of Time

Knowing how much time to spend in a place or on one's commentary is essential. Knowing when to stop. Knowing how long it takes from one site to another ,with and without traffic, is also important In touring; the effective use of time is the hallmark of a good guiding. A good guide factors in the time it takes to get on and off the bus, which is about fifteen minutes per for a large group, how much time it takes to get to places (standing in line, going up stairs, going through security etc.) And always work on worse case scenario; most of the time you'll be pleasantly surprise, but don't count on it!

Being strict about meeting times is important. Students need to understand about logistics and appointments. They also need to understand how to plan for the unforeseen. Five minutes, literally, can make a difference in Washington, DC between making or missing an appointment. It is always better to be a bit early. Time and tide wait on no man!

Conclusion

Full service tour guides have to do all of the above. Most of my colleagues are accustomed to teachers who just want to sit back and let the guide do everything. All of my current teachers are repeat and we have everything down to a system. Naturally, seasoned teachers can be of great service by preparing the students beforehand by having the students make out reports (see Teaching to the Trip) , organizing afterschool meetings to discuss the sights and logistics, and sharing some of the responsibility in the field. Many of my teachers have the students sign behavior contracts before the students can come on the trip. But most of the new teachers I have conducted don’t have a clue how to motivate and move large crowds of students.

As a rule, it only takes me a couple of hours the first day to convey all of this to the students in a fun and engaging way. The lessons stay with them for a lifetime. A Principal who tours with me in the autumn tells me that my management on tour positively affects his classroom management for the rest of the year. Several of my teachers have borrowed my catch phrases and nomenclature. And I, in turn, learn from my teachers and administrators, at least they have bona fide experience in the classroom!

But most of all, one needs to exhibit the essential leadership qualities of compassion, honesty, courage, and consistency. Everything else follows.

Teacher Stipends and Bonuses for Educational Student Tours

I need some clarification, opinions, and experiences.

Quite frankly, I’m a bit frustrated and confused.

It's a question of ethics.

For the past several years, I have been designing, selling, and conducting educational student tour programs throughout the East Coast of the United States. Most of my schools are from the west coast and southwest. It’s been a very good season and the trips went well. Happily all my schools have rebooked for either 2008 or 2009. And now it is time to plan for the next spring season.

My frustration is with the concept of teacher stipends, bonuses, points, personal travel benefits, and other 'considerations' offered by the larger tour companies as well as the teachers who use them as leverage for their custom. To be specific: Student tour companies are bribing teachers for their business and teachers are now expecting these bribes.

I had been under the impression that public school teachers as public employees/servants were not permitted by law to accept these types of ‘gifts’ or become subcontractors of private companies that had anything to do with their public position; it seemed to me a conflict of interest, a lapse of fiduciary responsibility, and an abuse of one’s position for personal gain.

However, I was being a bit naïve, for over 80% of the teachers who had expressed interest in my programs asked about the rewards and benefits. Several, who did want to travel with me, after having been informed by me that I offer only a free trip and bona fide reimbursable expenses, changed their minds despite the fact that they preferred my program,. These teachers either returned to the company that they were unhappy with or found another company that would match or exceed their expectations.

Large student tour operators are luring teachers with all sorts of weekend ‘seminars’, early sign-up bonuses, 'scholarship' money, bonuses for three-year contracts, weekends in Costa Rica and California, as well as foreign travel. The companies are in such tight competition that teachers are using one against the other. It's become a feeding frenzy!

Some companies are bold enough to list these perks on their websites, unaware that this is an illegal practice. (If it's advertised, how could it be illegal?) One company explains that they hire teachers (to act as a tour guide for their own class) and that three-year contracts help with the cohesiveness of the programs. Most companies I have spoken with admit that they know it is wrong, but everyone is doing it!

The three-year contract is especially problematic as it binds not only the current grade/class, but it also binds the next grade as well as students who are not even enrolled in the school! Thus an 8^th grade teacher also contracts for the 7^th and 6^th grades. (Those sixth-graders might come from several feeder schools.) Therefore the parents or school district have no choice of tour provider or program. But it gets even ickier when the teacher leaves or changes schools; the incoming teacher is expected to work with that company or the company puts pressure on the teacher and school! In my opinion these multi-year contracts should be unlawful, and unenforceable. (There are no real benefits to the travel program content or price for a multi-year contract, it only benefits the company and the teacher/administrator who is getting the kick-back.)

There should be a bidding system, not just for price and service, but for real educational content.

After talking this over with the companies that contract me, we felt that these practices were corrupt and led to more corruption. We would not condone nor participate in such practices. It was not surprising to me that I found that every state in the US and province in Canada had the same law and interpretation pertaining to public employees. Ohio had the most concise explanation; (Ohio Ethics Commission Advisory Opinion 2000-04) I can only surmise that it had become a problem in that state as they were specifically targeting the Washington, DC trips.

Typically these trips are well over $1000. Several of my trips because of of the high cost of airfare from some cities on the west coast, the quality of hotels requested, and length of the trip, are over $2000. It’s easy to hide a couple of hundred dollars from such a large pricetag. Parents and school boards have no real idea how the money is distributed; they trust the teacher/administrator/organizer, who is usually the one who chooses the company, to give them the best value and content for the students.

But sadly, these organizers are not trustworthy. Some teachers/administrators expect at least $50 per student, but the majority are well over the $100-$400 mark. That doesn’t include the vacation weekends, early sign-up contract bonuses, commissions for finding new schools that will travel, or other personal requests. Some ask for 'scholarship money' and it is up to their discretion how they will use it. Again, a 1099 is sent to the teacher./organizer. ( In reality, if there is to be money factored into the price of the trip for scholarships, it should go to the school and not to the teacher.)

If the school board, administration, and parents feel that the teacher should be compensated, then that compensation should be upfront and go through the school district and not a private company.

One high school teacher in LA has become a real entrepreneur by incorporating himself and branching out by recruiting the middle schools in his area to travel under his auspices. . He teaches in an affluent area and so the parents don’t question the program; they have no idea how he cuts the education and just dazzles them with good hotels and front row seats for the Broadway musical. He never tells the parents that he doesn’t purchase tickets to Colonial Williamsburg, but simply gives his students two hours to walk up and down Duke of Gloucester Street to shop and take photos. (No wonder his students think Williamsburg is boring, they neither get an educational tour nor the evening programs!) While the students do have fun, the experience is not as full or challenging as it could be.

Another teacher of a prestigious private school has been running trips for years and told me he receives the equivalent of more than half his teaching salary for running his ‘blitzkrieg’ trip! A school administrator of a very large private school is getting $100,000 for running all his trips (several grades) through the same company.

And even faith-based schools are not exempt from giving into temptation. A Pastor who was the principal of a parochial school was getting a substantial sum and other 'considerations' for his yearly 8-day convoy of multiple buses, which included several schools combined. In fact, one very large, purportedly Christian tour company , sends a former Lutheran principal around to sell the program to Lutheran schools; he has been known to offer a great deal of money and incentives to get the business! These trips should be a ministry, instead it has become reminiscent of dove sellers and moneychangers.

These teachers/administrators all had the same mantra: The parents don't care, they just write the checks! While these are private schools and not subject to public law, isn’t there still something wrong here?

Where do the companies get the money for all these payoffs? It comes from cutting the quality of the program. or inflating the price. It’s as simple as that. I've worked in these offices, I know.; it's the major reason I'm now an independent contractor.

These payoffs and incentives are sub-rosa. Parents do not realize that under-the-table arrangements have been made with the teachers or administrators. Those who receive1099's become subcontractors of that tour company. Isn’t that a blatant conflict of interest?

In the meantime, parents are fundraising, taking out loans, and even second jobs so their children can take this trip. They are expecting the best value for a truly educational trip and instead are being deceived and cheated. I wonder how parents would react if they found out that the teacher or administrator was putting a percentage of their money into his/her pocket?

It has also been detrimental to the integrity of the student tour industry. Some smaller companies who are working within the law and best practices, cannot compete with the larger companies and have been forced out of business; others have chosen to engage in these practices in order to stay in business.

In an era where we are holding our public officials to the highest ethical standards, why are we not doing the same with our public school teachers and administrators? We shouldn’t accept anyone taking bribes and payoffs in exchange for a contract.

It is also just as illegal for a company to offer these incentives to public employees as it is for public employees to accept them.

And it doesn't matter whether this is on or off school time according to the law, it's considered an abuse of position.

Epilogue:

One of the teachers I had worked with when I was a tour guide with one of the large companies is a social studies and civics teacher who wanted a more educational and customized program. He was delighted when I contacted him and we eventually met in California for dinner. He was extremely unhappy with his present company because of the increasingly poor quality of service, staff, hotels, and there wasn't any added educational content to the sightseeing. After custom designing a trip for him that included the overnight Civil War camp, (which he had wanted but had been denied by the other company) and having him write to me that he loved the program and was ready to travel with me, he then asked about his ‘cut’ and made several additional demands. That’s when I told him about my talk with the companies I represented as well as his state's law. Here is his justification and rationalization:

I am also sorry to say, as you may have suspected, that

I will not be able to travel with your new company in 2006.

This saddens me greatly because I was looking forward to

traveling with you again. If the situation ever changes, please

do not hesitate to call me. Perhaps a "cap" on stipends would

be more realistic way of dealing with the unpleasant situation.

I can't think of anyone who is in education to get rich (if they are

they're fools) but giving up a week of vacation each year and being

responsible for scores of teens for a week requires a decent and

dependable level of compensation, There's no such thing as a free lunch.
.
It's shameful; I thought that he had planned these trips for the benefit of his students.

For another article on Student Tour Company Ethics please click here.
Music teachers and band directors are also under scrutiny as exposed in Strings

Broadway Shows: Teaching Moments

One can't plan a tour of New York City without including a Broadway show!

Most groups opt for the musicals rather than the plays, which is a shame in many ways, as there have recently been some stunning productions of 'straight' plays, both comedies and dramas. In fact, I'm not sure that many people realize that the musical is just one part of Broadway. But for the purposes of this post, I shall concentrate on the big, brassy, Broadway musical. (For a wonderful site exploring the history of musical theatre, try John Kenrick's Musicals101.com.)

The first Broadway musical I saw was the original production of My Fair Lady when I was six years old! No, Rex Harrison and a very young Julie Andrews had since left, but the costumes, scenery, choreography etc. were still the same. I was 'hooked'! My mother and I used to see a show every two months. I remember the original productions of Camelot, Sound of Music, West Side Story, Oliver, Annie, and 42nd Street as well as star-studded revivals of the late '50's through the '80's.

Many of the musicals in those days were far less complicated productions as Andrew Lloyd Webber and a mature Sondheim had not emerged with what can only be termed as almost opera. And the simple song and tapdance numbers became Las Vegas spectacles.

For three years I apprenticed in theatre administration on and off Broadway with the Phoenix Theatre when actors such as Meryl Streep, John Lithgow, and Barry Bostwick were starting out with our company. Ah! The good old days!

Nowadays, the obvious musical choices have been Lion King, Beauty and the Beast (closing soon to make way for The Little Mermaid), Tarzan, The Color Purple, Wicked, Hairspray, Legally Blonde, Rent, and Phantom of the Opera . Only the first three are 'G' rated. Just because there's music involved, doesn't make it appropriate i.e. Avenue Q, Chicago, and Chorus Line.

Les Miserables, one of my favorites, has recently returned. Despite containing a scene in a brothel, Les Miz has extremely spiritual messages of transgression, charity, sacrifice, death, grace, and resurrection. This would certainly be my choice over the evil, embittered, stalker, kidnapper, murderer, and would-be seducer that is known as the Phantom of the Opera. Why people find him romantic is perverse to me. Most students, who remain awake, don't question the true message because they are so mesmerized by the production values and music.

Recently, I was taken to task by some students for not choosing The Color Purple (with Fantasia). I asked them if they had read the book or seen the movie? None of them had. I informed them that there was content related to incest and prostitution amongst other issues. I'm not sure that many parents would find that appropriate for their seventh or eighth graders. We simply have to play it safe. I told them that I expected it to tour their area and invited them to have their parents take them, if their parents found it acceptable.

Interestingly enough, Mary Poppins for many of my groups, was a hard sell. The same groups that requested Beauty and the Beast, shied away from Mary Poppins; I wondered why this was. Some teachers told me that they were concerned about seeing a new production because it was an unknown entity to the kids and not 'cool'. I personally feel that it is better to see a' first run' show and cast, than one that is on its fourth cast or has already toured. The musical Hairspray is now a movie. Besides, what can be more exciting than to say that one has been the first to have seen something?

I had heard wonderful reviews from friends who had seen Mary Poppins in London, so I was reasonably certain that it would be better than the disastrous Chitty-Chitty Bang-Bang from two years ago. It was unfortunate that Mary Poppins won only one Tony Award for scenery and the musical Awakenings (unsuitable for most school groups because of the explicit nature of the book and material) swept the awards. Mary Poppins is nevertheless a feast for the eyes and the musical numbers are fantastic!

Mary Poppins, the theatre musical, has some elements of the Disney movie, but they have added a great deal from the original books by P.L. Travers.

The second act is riveting.

This show continually affects my students on several levels, and during intermission, there is generally much discussion and many questions concerning the family dynamics, business ethics, the life of servants, class system, differences from the movie, and the production itself. This show certainly touches the students on many levels and deep feelings are explored

During the most recent performance of Mary Poppins I attended, my group was intrigued by a musical number which was almost a horror story; the toys in the nursery came to life to taunt the Banks children. About a dozen students ended up talking amongst themselves about how children take out their frustrations on their toys. One student added that she used to tell all her secrets to one particular doll and she would never have treated that doll badly. There were similar revelations and exchanges of ideas.

The teacher, overhearing the discussion, was upset and requested that they not delve too much into the plot and just accept the show as pure entertainment. Well, she really missed the boat here, and a good opportunity for a teaching moment.

But theatre has never been just pure entertainment. The ancient Greeks used theatre to educate. On Broadway, musical theatre has always been known for its social messages and political agenda from the first performance of, Showboat, on to Wicked and Hairspray. One can find all sorts of messages in the so-called, family-friendly musicals of Rodgers and Hammerstein. I really can't think of a show currently playing that doesn't affect us in some way or another on the social level. (Hmmm, Spamalot?)

One of my favorite shows for teaching moments is Annie. Not only does it have snappy tunes, toe-tapping dance numbers, and tugs at the heartstrings, but it is a good starting point for a discussion of the Great Depression and the rise of President Franklin Roosevelt. Annie is a metaphor for the state of this nation during the 1930's.

Additionally, as I have stated before, one of the residual benefits of No Child Left Behind, has been the development of curriculum and standards-based materials by museums, tour sites, and theatre.

Mary Poppins is no exception. The Disney organization, as well as other producers of shows, have developed study packets for groups for pre and post classroom study. Some shows send 'trunks' of materials to the classroom as well as the option of having someone visit the class to introduce the show. Then there is Camp Broadway. All one has to do is ask.

I can always tell the groups that have been prepared, they're the ones not restless in their seats nor talking throughout the show. (Believe it or not, I have actually seen students sitting in the theatre listening to IPODS and MP3's during a show!)

The ephemeral nature of theatre and the experience of a live show stays with us and affects us for our entire lifetime. The concept that the performance one is attending is unique, is not lost on the theatregoer. I have attended the same show many times, only to find that the performances vary in one way or another. (During a recent performance of Legally Blonde, the character of Elle literally lost her blonde wig before the Bend and Snap musical number! Though hysterical to see hair fly across the stage and how they dealt with it, I doubt there will be a repeat of that in future performances! I was glad to have been there for that!) The memories of individual performances by Richard Burton, Sir Alec Guinness, Katherine Hepburn, Ingrid Bergman and Ethel Merman, will forever stay with me; in actuality, they were but brief moments in time.

While arguably a revue is meant to be pure entertainment, the Broadway show is not and it should be explored and discussed. It is the way young people learn to thoroughly appreciate theatre.

Never underestimate your students, they are far sharper and perceptive than you can imagine!

The Greeks knew what they were doing.

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The next time you plan on taking your students to a theatre performance, inquire of the theatre if they have any educational packets for your groups. Chances are that they will have something as most shows in the past six years have developed materials and lesson plans. Many theatre companies have education departments; talk to them. There might also be resources online that one can download.

You might also ask about specific adult content, themes, and age appropriateness when booking. Most sales people connected with student tour operators don't know about the individual shows, so it is best to go right to the source. Don't book a show because of pressure from your students or the popularity of the show, one must face parents, administration, and school boards! What is acceptable for some of my public schools, may not be for my private, and parochial. ( Incidentally, my personal opinion is quite different from my professional opinion!)

I haven't yet seen Curtains (next on my list) and I can't wait to see if Young Frankenstein will be suitable for school groups.

This Broadway Baby makes it her business to see all the shows and give an honest assessment to my groups. It's a hard job, but somebody's got to do it!

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Interested in Mary Poppins?
Disney Group Sales Email - inquire about educational materials
Group Sales Telephone: 800-439-9000 or 212-703-1040
Newsweek Review of Mary Poppins
New York Times Review
About Camp Broadway
Panasonic has teamed with Camp Broadway to create distance learning materials
Disney Cyber Lesson Plans
Broadway Cares/Equity Fights AIDS, can give your students a Q&A session with cast members immediately after the show (in the same theatre) for a small fee which goes to the charity.

Lost and Found

Nearly two weeks ago, the teacher in charge of the group decided that we should walk the entire length of the reflecting pool from the Lincoln Memorial to the World War II Memorial in Washington, DC. It was rather late and I was tired and asked if we could take the bus instead. My teacher was adamant and inquired which path was better. I opted for the 'high road' because it was lit by a series of lamps and the one along the pool was dark and littered by Canada Geese droppings.

Unfortunately, the 'high road' turned out to be a gathering place for gigantic swarms of gnats, although harmless unless they fly into your eyes, nevertheless, they are still annoying. Frightened students started to scream, waving their arms, and anything they had in front of them which would disperse the gnats. Many started running toward the WWII Memorial only to slam into another swarm! (There were about ten of these!) It was an amusing sight that had me laughing between 'bouts', being careful to keep my mouth shut while in the midst of the gnats.

When we finally reached the memorial, the teacher said it would have been better to have taken the 'poopy' route! (I think next year she'll take the bus!) However, one young man was extremely upset, for he had lost his wallet.

One of the other teachers tried to retrace his steps with him to look for the wallet and asked the usual questions regarding the last time he saw his wallet etc. He was sure he had it with him at the Lincoln Memorial. It became evident that it must have flown out of his fanny pack while he was 'defending' himself against the gnats.

The head teacher was rather cynical and wrote this off to irresponsibility. It was a done deal in her mind that he would never see his wallet again and that someone would find it and the $200 inside and declare it a holiday! I told her I would pray for it; again I was faced with a cynical expression. This young man was a nice fellow who didn't seem like the careless or absent-minded type. I felt badly for him.

Despite being brought up in cities where one experiences a greater cross-section of behavior, I am not cynical; just the reverse. I have a great deal of faith in my fellow man and the grace of God. In fact, there have been several instances on my trips that lost items had been found and returned. I told her that I would call several places the next day to report the wallet missing and try to track it down. She didn't understand why I would take the time and trouble to do this. What were the odds that a small, dark, ballistic nylon, fold-over wallet would be found or turned in? Well, one doesn't get, unless one asks.

The next morning I called the US Park Service grounds personnel, both the Lincoln and the WWII memorial National Park Rangers, DC police, as well as some other numbers given to me. Interestingly enough they all did have wallets and purses that were either found or turned in by others (So there are honest people in the world!), but not the one I was looking for.

The young man was devastated and accepted the inevitable truth.

Our day was being spent at the International Spy Museum, National Archives, the National Air and Space Museum and the National Museum of the American Indian before touring the US Capitol and meeting their US Representative.

It was at the National Museum of the American Indian that my teacher received a call on her cell phone.

She quickly handed me her cell phone and on the other end was a voice proclaiming that the wallet had been found!

It was the voice of another tour guide who had followed the same route with her group (for the same reason) and were evidently right behind us! When she picked up the wallet, she noticed that there was a school ID in it, besides the money, and set to track down the owner.

After she returned to her hotel room, she hooked up her laptop and researched the school to find that indeed, their eighth grade was in Washington, DC. She called the school as soon as it opened (a three hour time difference since the school was in California) and was able to get the head teacher's cell phone number!

At the point of this call, she was aboard her own tour bus and was two blocks away from the Smithsonian we were visitng!

Naturally, I literally ran out to meet her and retrieve the wallet.

Imagine my surprise when it was pointed out that she had been a new tour guide I had spent time encouraging three years previously! Hugs all around!

She certainly went the extra mile!

She wouldn't accept a 'reward' as she felt what she did was her duty - the right thing to do.

After thanking her and hopping on her bus to thank the group and let them know how much this was appreciated and how good it was that they were honest and compassionate, I rushed back to the museum to reunite the young man and his wallet. All the cash was there.

The young man was joyous and the teacher was flabbergasted. I gave thanks and I used the opportunity for another teaching moment on compassion and honesty. (The two, in my mind, go hand-in-hand.) The teacher said that some of her lost faith in people was found. (Some!)

It also brought home the fact that blessings and grace can be found and not all the lessons learned on tour are academic.

Epilogue:

The other tourguide's group was eating in the same Kosher Jewish restaurant in New York City before the Broadway show, as we were! She recognized me and came over to my table where I introduced her to all the teachers, the entire group, and especially to the young man. I was glad they all had the opportunity to put an actual face to the person responsible for returning the wallet.

Coincidence?

I think not.

The Tour Marm in the Twilight Zone

The Tour Marm in the Twilight Zone

Mrs. Virginia Green is a retired teacher in California who taught me valuable lessons during my first year as a tour guide (trip leader). I owe her a debt of gratitude because she helped shape the way I design and conduct my educational student programs. What a blessing it was to meet her during my first season of my chosen profession!

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Mrs. Green approached her historic East Coast educational student tours through art discoveries.

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It was a good partnership because I was brought up with an appreciation of art, and had an almost intimate knowledge of the collections held by several museums along the Eastern Seaboard. She also reminded me of Miss Fastenberg, my affectionately revered fourth grade teacher.

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Her eighth grade class was traveling along the East Coast from Williamsburg to New York, stopping at several museums in and between these cities. Her enthusiastic eighth graders were well equipped with workbooks and journals. In addition to the paintings they studied, she introduced them to several iconic works of art that were not curriculum-related, but part of a decent liberal arts education.

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There were specific paintings she had chosen to illustrate historic concepts, events, biographies, and art in general. Her students not only knew these paintings by sight, but also the background of the respective artists and the events surrounding the subject. Sargent’s 'scandalous', Madame X (see below), was immediately sought out by her students during their art hunt! (Evidently, Mrs. Green knew some juicy tidbits about it and they were keen to find her!) Another gigantic canvas, Washington Crossing the Delaware, which was recently posted by both elementaryhistoryteacher and American Presidents was a big surprise due to its sheer size(approx 12'x21')!

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A couple of the paintings in their workbook i.e. Thomas Eakins’, Gross Clinic (see below), which has recently been in the news, were not on public display. I remember jumping off the bus while it was in traffic on a narrow, one-way street at the Jefferson Medical School to utilize my New York sense of mission and my acquired Virginia charm to convince the janitor to allow us in to view the gigantic canvas (96"x78") that CSI fans would drool over! I had a time limit; this had to be done before the bus could get around the block. (Mission accomplished!)

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At the time of this tour, I had recently moved to Alexandria, Virginia in a fit of pique. The choice of Old Town Alexandria as my home was an accidental, spur of the moment decision; I had not ever been there before, but that’s another story! However, at that point in my new career in tourism, I was forced to supplement my income by waiting tables, eventually becoming a serving wench at historic Gadsby’s Tavern. There is a separate museum adjacent.

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This tavern was one of several in one of the busiest seaports in America. Gadsby’s, as the city’s premier social center, hosted several of our founding families and other notables. George Washington and many of the Lee family owned town home within walking distance, and ate, gamed, danced, and met at Gadsby’s. As a daughter of a Virginian from Westmoreland County, we are kin to many of these First Families of Virginia (FFV) through both marriage and collateral ties.

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My father exposed me to our family and US history during our jaunts to Williamsburg, Jamestown, and all the great plantation estates along the Potomac and James River. I felt inordinately at home working at Gadsby’s, perhaps as a result of my familial connections as well as the ties to Colonial and Early Republic history. It also reminded me of Stratford Hall, home of the Lees. After I told him where I worked, he was concerned that the ghosts of family members might still haunt the building and I should be prepared for a meeting with a cousin or two! (Dad said that, tongue-in-cheek! He was a terrible tease!)

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As you know if you have read some of my other posts, I am originally from New York and was given a wonderful education through my family and the taxpayers of New York City. I spent countless Saturdays in art programs, plays, and concerts. The Metropolitan Museum of Art (MET) was, by far, my favorite ‘hang-out’ and I am reluctant to admit that I often played hooky to visit the Met and the Cloisters. (I was once ‘caught’!)

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There was a particular room in the Met’s American Wing that I was drawn into. It was a small, plain, empty, colonial ballroom with wooden floors and wainscoting. With each visit I felt compelled to enter this ballroom and dance a few steps of my fantasy version of the minuet. I ended each dance with a curtsy! The guards came to know me and a couple would applaud at the end! I started this at the age of 9!

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The American Wing of the MET was closed down for many years for renovation and I don’t think it reopened in time for the country’s bicentennial. During that span of time, many changes took place in my life and I eventually settled in Alexandria.

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One of our last stops on the tour was the Met and I had already told the cute little story about my dancing days in the American Wing. Kids like these stories; it brings a personal touch to the site, so naturally the group wanted to see this! Time was running out, and we all rushed to the room, which was in the same spot I had remembered; I was on auto-pilot! They stood and watched me ‘perform’ and a few even tried dancing the minuet themselves. We all applauded but needed to return to the bus. Mrs. Green asked me where the room was from; I told her I that I didn’t know, I hadn’t ever asked! Imagine that! She asked me to find out, incredulous, that I had never inquired!

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It was the original ballroom from Gadsby's Tavern!

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Coincidence?

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You be the judge!

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The Educational Tour Marm



Metropolitan Museum of Art
Education:

k-12
Student Programs
Family Programs
Podcast
Fun pages for kids

Stratford Hall Student Programs

Thursday XIII:4 Codes and Catch Phrases

THURSDAY XIII:4

My Favorite On-Tour

Codes and Catch Phrases

One of the best ways of conveying instructions to students is by code words and catch phrases. It focuses and motivates the group in a fun way. I usually teach them these phrases right after I introduce myself and discuss the safety rules aboard the bus. Most of the phrases require some participation from them.

(Student responses are in italics)

I Eschew the crew. (Avoid the crowd or another group)
II Recycled ( Visited the restroom)
III It depends on, what it depends on. (Answer to any query that involves how long it will take to get somewhere)
IV Are you fed-up? (Did you have enough to eat?)
V Gifted (Purchased souvenirs)
VI Because, I love you! (You love us!) (Answer to why we are making a deviation or adding something special)
VII Dash, then flash. (Don't stop to take photos! Get in the line first, and take photos later)
VIII Put it in, pick it up, and walk, pilgrim! (How to get into the metro in DC with a fare card. We imitate John Wayne.)
IX Get it, got, it, good! (Directions are understood)
X I’m not competitive; I just need to be first! (Why we need to hurry or leave early)
XI No tickee, no touree. (Don't lose or forget tickets and/or badges)
XII Listen very carefully; I shall say this only, once! (Attention getter for instructions)
XIII Walk, with a sense of purpose! (Power Walk)

This is part of my course on 'Guerilla Tourism', which teaches how to hustle your way through lines etc. More on that in a later post!