What: Setting up clear routines for taking children outdoors is essential to making time outdoors safe, effective for learning, time efficient and enjoyable for all involved. Take the time at the beginning of the year to set-up clear routines for how to transition from the classroom to an outdoor space, for behavior and expectations when outdoors and for how to work outdoors. Administration can set-up school-wide routines such sign-out procedures, sign-up calendar or Google Doc, routines for safety such as access to first aid, nurse and appropriate clothing, and who to contact in an emergency.
How: The beginning of the year is all about setting up routines for transitions, for behavior, for work- time. Make a point of talking with students about the benefits of spending time outdoors. Perhaps share with them some of the research and the reasons why going outside is good for kids. Then intentionally teach and practice routines for transitioning outdoors, behavior outdoors and working outdoors. The more frequently your students get to practice this, the easier the transitions will be. The following chart includes some questions to consider when setting-up, discussing and teaching routines with students.
Consider Routines for Transitions
- Will children need to put on coats, boots, shoes?
- Will children line up in the room or in the hallway?
- Do you need to stop at the office or send a child to sign-out or get a STOP sign?
- Will children walk in a single-file line or in pairs? Are pairs set? Do children pick their partners each time?
- How much time does it take us to get ready? Time students. Can we get ready faster? Quieter?
- Will you take water bottles outside? Will students carry their own or will you use canvas tote bags or a bin to carry them?
- Will you tell students ahead of time that you will go outside? Would an announcement in the morning, or a symbol on the daily schedule (a tree or sun?) help students mentally prepare and ease the transition?
Consider Routines for Behavior/Expectations
- What are safe behaviors for walking in the hallway? Walking outdoors?
- How can children be safe outdoors? (stay with the group, listening ears, stay on task, be aware)
- How do we use outdoor spaces differently throughout the day (recess, work time, afterschool) and how do expectations for behavior change depending on how we use the space?
- How do children use the bathroom when outdoors? Do they need an escort? Is there a door they can knock at to get in the building?
- How can you contact nurse, admin in an emergency? Will you have a special outdoor pass a student can bring inside to an adult to get help? Will you have your cell phone on and with you?
Consider Routines for Outdoor Work-time
- What are our expectations for work-time indoors? How can we transfer these to outdoors spaces?
- How can we use our work-time outside effectively so we can go outside more often?
- How can we sit in different formations for learning–circle, group looking at teacher, pairs, triads.
- How fast can we get into these formations and be ready to learn/work? Can we do this faster?
- What can we do to ignore distractions (sirens, other kids playing, construction, cars, birds and bugs)
- What can we do if it is too wet to sit? Can we practice listening and working while standing?
- How can we safely carry our materials outside? Do we want to use reusable shopping bags, bins or just our arms?
- Should we have an outdoor supply box ready to grab? If so what should go in it (first aid kit, pencils, clipboards, magnifying glasses, let kids help decide what should be in this)?
Consider Administrative Routine
- How will teachers sign-out or inform the office of their whereabouts?
- Will teachers need a STOP sign to cross streets? Who will keep it, and how will teachers get it?
- Must classes stay on school grounds or can they utilize a park two blocks away?
- Do students need to have walking permissions forms signed and on file for close walking trips?
- What procedures should teachers use to contact the school in an emergency? Should they call the office, the principal, the nurse?
- How can children get into the building to use the bathroom or get water if all doors are locked?
- Do they need to go around to the main door? Can they knock on a window or a door? Are there support staff or teachers assistants who can be supportive of this?
- Will the nurse have first aid kits available? Will the nurse have extra shoes, coats, hats and gloves to support going outside?
When: Take time at the beginning of the year to set-up and practice routines for going outside. These may change as the weather changes such as putting on coats and boots or hats for sun. Administration can work on developing and improving school-wide routines to support outdoor learning.
Who: Teachers must think carefully and intentionally about how they want to set-up routines in their own room and then teach/practice them with students. Administration and the nurse play a vital role in setting- up, communicating and maintaining school-wide routines.
Materials: Posters or signs with procedures, steps, expectations for outdoor learning. STOP signs, sign- out sheet, sign-up document to reserve outdoor spaces.
Why: Clear and consistent routines will make taking children outdoors easier and more effective, thus, more likely to happen. Making transitions efficient, quick and safe will mean it takes less time to get outside so teachers may be more likely to take children out as well as go out when there is only a short time available. Clear expectations and procedures for behavior will help students be safer and make better choices which will make outside time less stressful and concerning for teachers. If students get used to working effectively outside, teachers will be more likely to take students outside for regular work- time as they will be confident that students will be able to complete work and learn effectively.
Barriers addressed: Behavior/Management; Class Management; Clothing; Concerns About Dirt; Distraction; Educators’ Time; Nature Concerns; Out of Routine; Remembering to Include Nature; Student/Staff Ratios; Transitions