pathways
The official publication of the New York State Outdoor Education Association
Spring 2003
Professional Development Though Literature
By: Dan Kriesburg
There are many ways to take time for profes-
sional development. One simple and effective way is
to read. There are many reasons to read: new thoughts,
interesting facts, support for your ideas, challenges to
your ideas, inspiration and of course pleasure. In our
busy lives it is easy to say “I have no time to read”.
Just because you do not have lots of time to read doesn’t
mean you shouldn’t read; remember ten minutes of
reading a day is better than zero minutes a day.
In most elementary schools there are times each
week called DEAR. Sometimes it is called
other names but the idea is the same.
DEAR means Drop Everything and
Read. In the schools that do it best
everyone, teachers, students, ad-
ministrators even custodians
drop everything and read. Try
it sometime in your personal
life or with your staff. Don’t
worry everything will still
get done.
Here are a few books
that I have read over the past
couple of years that I have
found worthwhile.
They sould get you thinking
about what we teach, who we teach and
how we teach in this day and age. These writers focus
on the special years of middle childhood, ages 6-12
when connecting with nature is most likely to occur.
The Geography of Childhood, Why Children
Need Wild Places by Gary Paul Nabhan and Stephen
Trimble. Beacon Press, 1994 A wonderful book that
speaks to the need for children to have time in the out-
doors to play, explore and come in contact with nature
on their own terms.
Traces of an Omnivore by Paul Shepard. Island Press
1996 These powerful essays by a provocative thinker
will get you thinking about humans and their inherited
connection to the natural world.
Beyond Ecophobia, Reclaiming the Heart in Nature
Education by David Sobel Orion Society 1996. A short
but powerful book that may change the way you teach.
It acts as a reminder of the importance of teach-
ing children about the environment not by
scaring them with all the problems, but by
connecting them to nature exploring and
direct contact.
Noah’s Children, Restoring the
Ecology of Childhood, by Sara
Stein North Point Press, 2001
Like The Geography of Child-
hood Sara Stein’s book dis-
cusses the need for children to
have opportunities to be in the
outdoors. She also demon-
strates the loss to children who
do not have these opportunities.
These are books that provide
both inspiration, facts and skills to be-
coming more aware of the natural world.
Seeing Nature by Paul Krafel. Chelsea Green
Publishing Company, 1999 Paul Krafel’s observations
will help you look at the world in a different way. His
writing will help you to see the fit between various
aspects of the natural world. His story will remind you
of the impact simple actions can have.
Continued on page 3
 NYSOEA Message From the President
Executive Board
Spring….. In My Neck of the Woods
President
Foster Portzline The days have inched longer the lengthened day, and heightened
and begun to warm. Trees are bud- pace of the Outdoor Educator.
VP Administration ding, and red maples are dropping their As you try to fit everything
Kathy Ambrosini blossoms. In neighboring ponds, trill- into your busy schedule, I would like
ing toads have joined a chorus of to wish you good luck with your
VP Communication spring peepers. Woodpeckers plans for the spring. May you make
MaryLynne Malone are tapping out their terri- a positive, lasting influence on those
tories. you teach. Take some time (if you
VP Human Resources It’s hard to miss can) to enjoy the changes in nature
Tom Vitti the goldfinches, decked this time of year.
out in their finest feathers, Outdoor Educators strive to
VP Program and we’ve watched blue- make a difference in the
Vacant birds and chickadees “square way people view our
off” on claims to nesting boxes. world. NYSOEA is as
Secretary A pair of red–shouldered strong as the contribu-
Sue Williams hawks keep everyone on their tions volunteered by its
toes as they patrol THEIR membership. If you
Treasurer neck of the woods. haven’t already done so, why not
Sharon Kennelty-Cohen One more sign of plan on ways you can share some of
spring bursting forth, is the bus- your time and skills to support this
Regional Directors tling activity of Outdoor Educa- great cause.
Jim D'Angelo, Central tors everywhere! Not that this last Thank you for taking the
Frank Benenati, Central group has been dormant, but the time to read this message, and have
Tara Feeney, Eastern lengthened days of spring usually mean a wonderful spring!!!
Elaine Young, Metro
Jack Sheltmire, Northern
Mary Anna Russo, Western pathways (ISSN 1077-5110) is published Materials Submissions
four times a year by the New York State Out- Anyone interested in contributing to
2003 Conference door Education Association and is mailed pathways is encouraged to submit ma-
to NYSOEA members. Opinions expressed terial to the NYSOEA pathways c/o
Committee Chairs by contributors are theirs solely and not nec- MaryLynne Malone, P.O. Box 39,
John Stowell essarily those of the Editorial Board of path- Southfields, NY 10975 or E-mail:
Tom Smith ways or of NYSOEA. Advertisements in- malone@highlands.com. Materials
cluded in pathways should not be inter- should be typed. Please include a short
Office Services preted as endorsement of the product(s) by biographical section about the author of
NYSOEA. the article. References cited in the ar-
George Steele
418 Merry Road, ticle should be listed at
Amsterdam, NY 12010
Advertising in pathways the end of the ar-
518-842-0501 Office pathways welcomes advertisements which ticle, APA style.
518-842-1646 Fax will be of interest to the membership of
NYSOEA. If you have a product, service,
E-mail: nysoea@aol.com
equipment, resources, programs, etc. that
you would like to share with our member-
ship via an advertisement, please contact
MaryLynne Malone (914) 351-2967.

2
Continued from the cover... Summer 2003 Courses Offered
Sand Company Alma-
nac and Sketches Here and at SUNY Cortland
There by Aldo Leopold. Oxford Outdoor Education Centers
University Press ,1949 This classic is a
must read over and over again. Leopold Raquette Lake
descriptions of a year on his land in Wisconsin
will inspire you to pay attention and appreciate 55th Annual NYS Con-
the place in which you life. Even though the servation Education
essays are over 50 years old, the need for a new
Workshop. Two college
set of ethics proposed by Leopold still requires
graduate credits are available
our efforts to become the standard we live by.
through the Education Department at
Reading the Landscape by Tom Wessels Countryman
SUNY Cortland as an independent
Press, 1997. A beautifully written and illustrated book
study, July 20-26, 2003 at the Ant-
that will change the way you look at the land. Each
lers facility. For further informa-
chapter helps you to see the history of the land by the
tion contact Linda Coffin at
trees, stones, fields and wetlands. Even though it is
(315) 894-33022.
written for southern New England, the message ap-
plies to New York. Environmental
Once on a trip to Canyon de Chelly our Navajo Approach to K-8
guide teased all us tourists about our desire to adopt Learning Standards. Three
Native American values towards the environment. Why graduate credit hour course, July 20-25, 2003 at Hun-
don’t you learn about your own religion she asked. I tington Camp. B. Klein, K. Klein, T. Slekar, instruc-
took her advice and found that there is much to learn tors.
and a message to guide us in both Judaism and Chris- Fungi of the Adirondacks. Three gradu-
tianity (haven’t done the reading but I am sure there is ate credit hour course, July 19 - August 1, 2003 at
much to learn in other religious traditions as well). Em- Huntington Camp. T. Baroni, instructor.
bracing the Earth, Catholic Approaches to Ecology For more information regarding the SUNY
edited by Albert J LaChance and John E. Carrol. Orbis courses, please call (607) 753-2011.
Books, 1994. This collection of essays exploring the
Christian view of nature and the Connie Elliot, Secretary
human place in it. Center for Environmental & Outdoor Education
Ecology and the Jew- SUNY Cortland, 230 Miller Building
ish Spirit, Where Nature and PO Box 2000
the Sacred Meet edited by Cortland, NY 13045
Ellen Berbstein. Jewish Lights e-mail: elliotc@cortland.edu
Publishing, 1998. This collection Phone: (607) 753-5488
of essays explores the wisdom of
Jewish teachings on nature that help
to make our lives fuller. The book
offers many ideas for ways to incor-
porate Jewish traditions in a more
ecologically aware lifestyle.

3
 Outdoor Education:
One College’s Approach
by Snapper Petta
Director College Outdoor Programs - SUNY Oneonta
Members of the NYSOEA realize that outdoor
education comes in many forms. At the College at
Oneonta, part of the State University of NY system,
students have many opportunities to be involved in
the out-of-doors during their academic career. While
some classes offer field experiences, it is through the
student development program that the majority of
outdoor opportunities exist.
As the director of college outdoor programs,
it is my responsibility to ensure that our students’ needs
are met in this area. Currently we offer three
outdoor programs that are open to the en-
tire student community throughout some
part of their college career.
The oldest established
portion of our program is the
Oneonta Outing Club. The club
has been in continuous opera-
tion since the early 1950s and
is an important part of the cam-
pus’ extracurricular program.
With my arrival in 1980 the
program has striven to offer
at least one trip each week-
end when classes are in session. Typical week-
end fare includes day hikes in the Catskills, paddling
trips on local waterways, horseback riding, rock climb-
ing, the occasional caving trip, whale watching and,
during the winter months, cross country skiing and
snowshoeing. When our breaks arrive students have
had the opportunity to go on extended journeys to sea
kayak along the coastal waters of Maine and South
Carolina, canoe camp in the Adirondacks and the
Okefenokee Wildlife Refuge of Georgia and to back-
pack in either the Catskill or Adirondack mountain
ranges of NY.
While outdoor adventure is the focus of the
program, it’s not the only avenue open to our stu-
dents. Participants are encouraged to take on a vari-
ety of leadership roles within the club. Some of our
4
students agree to the formal responsibility of being a
guide on trips. This position requires them to be trained
in first aid & CPR as well as taking on the additional
responsibility for planning emergency evacuation plans
pertinent to the trip they’ll be assisting on. Other stu-
dents involve themselves in the club’s Executive Board
where all the programming and financial decisions are
made. They may also be involved in working in the
Outdoor Resource Center, the campus’ outdoor pro-
gram headquarters, or running our equipment rental ser-
vice. Whatever it is they chose to take on,
these students can expand upon their
educational opportunities at the
college via their activity with
the club.
The second out-
door adventure option
open to Oneonta stu-
dents is our residential
program known as
OWLS. An acronym
for Oneonta’s Wilder-
ness Living/Learning
Section, this program was
started nine years ago. Head-
quartered in the same building as the Outdoor Resource
Center, students who choose to live in this special in-
terest housing option do more than just avail themselves
of the activities already mentioned. These members of
our program have also agreed to take on the mainte-
nance of two lean-tos in the Catskill mountains. In con-
junction with the NYS Dept. of Environmental Conser-
vation and the NY-NJ Trail Conference’s “Adopt a Lean-
to” program, visits are made twice yearly to the Biscuit
Brook and Shandaken structures to check on their over-
all condition. Students clean the fireplaces found at each
site, collect wood, pick up litter, clean the roofs of de-
bris, remove leaves from water sources and generally
tidy up each area. A visual inspection of each lean-to is
made and, where appropriate, outhouses are also
checked. After each visit a written report is filed with the
Trail Conference. Through their efforts these students
are adding to the outdoor adventure enjoyment of the
many people who use these facilities throughout the year.
Our last adventure education program is held each
August and is open to incoming students. In coopera-
tion with the college’s Academic Advisement & Orienta-
tion office, Outdoor Connections is an optional orienta-
tion offering. Held the week prior to the beginning of
classes, this program offers backpacking, canoeing and
kayak touring trips led by faculty, staff, alumni and upper
level students. The program is designed to enhance out-
door leadership and decision making skills in each par-
ticipant while easing their transition into college. The
four day trips emphasize group cooperation and support
while also challenging each person to move beyond their
own self perceived limits. In the two short years of the
program’s existence we’ve found this to be a wonderful
way for our students to begin their college career.
Though involvement in the college’s outdoor ad-
venture program isn’t a mandatory requirement for gradu-
ation, the students who do take advantage of our pro-
gram are consistently learning new skills. While discov-
ering how to minimize their impact on the environment,
they are also experiencing the benefits of hands-on learn-
ing while maximizing their personal growth.
Got any bright
ideas? Your ar-
ticles Wanted!
Brighten
someones day by
sharing your
Experiences, Observances or
Unique Lessons!
pathways seeks your writing. Some folks never write
unless they’re asked. Consider this your invitation.
5
A New Way to Bird
A great new teacher tool
& family bird activity
The Taconic Outdoor Edu-
cation Center has created a
unique tool to help teach
birding skills to children and adults.
All About Birds solves the one big chal-
lenge faced by all educators – how to iden-
tify moving birds using binoculars.
The colorful, weather and fade resistant,
life sized birds can be placed outdoors in
their natural environment. Without need-
ing to focus on moving targets, students
easily learn how to use binoculars. Both
student and teacher can observe a chicka-
dee, cardinal and woodpecker side
by side. The teacher can help ev-
eryone compare and contrast
the species, and assist the stu-
dents in referring to a field
guide to practice identifying
birds.
The supporting curriculum and field guide
is an excellent resource. It allows the
teacher to focus on content information
and related observation. It insures suc-
cess for all age levels.
All About Birds includes a 28 page cur-
riculum activity guide, Peterson First
Guide and 12 color life sized birds.
For further information, contact
the Taconic Outdoor Education
Center at 75 Mountain Laurel
Lane, Cold Spring, NY 10516
(845)265-3773.
 Exploring The Five Stages of Group Formation
Using Adventure-Based Activities
By: Dr. Jim Cain, Teamwork & Teamplay

During a summer long ex- Consider the five stages of Activities for the Forming
perience of working and playing group formation shown above, and
Stage - Get acquainted activities and
together as part of your summer let’s consider how a typical summer
ice breakers, these are done to form
camp or recreation program, your camp staff might progress through
the atmosphere of safety and accep-
summer camp staff often works these stages. tance. There are a few more activi-
through most, if not all, of the stages ties in this stage, because it is im-
of group formation, commonly re- The Forming Stage - portant to build a strong foundation,
ferred to as forming, storming, This is the polite, opening, get ac- if the rest of the stages are to be suc-
norming, performing and finally, quainted, ice breaking stage of cessfully encountered.
transforming. While entire gradu- group formation. This process be-
ate dissertations, college and man-gins as the first staff members ar- Believe it or Knot
agement classes and seminars, and rive at camp and begin moving in. Thanks to Mike Anderson
numerous journal articles have beenThe opening dinner, the general wel- of Learning Works for this excellent
written on this subject, this brief ar-
come comments from the director, get acquainted activity that is a
ticle opens the door to explaining the camp orientation session, and variation of Two Truths and a Lie.
and experiencing these stages of even the first evening discussions With the entire group holding a Rac-
group formation for your upcom- and conversations prior to turning coon Circle (a 15 foot long section
ing camping season. This brief in- out the lights, are all part of the of tubular climbing webbing tied
troduction to the stages of group forming stage. At this point, mem- with a knot), the knot is used as a
formation are suitable for a session
bers of the group are just trying to pointer to identify the person talk-
during your camp staff training. identify who’s who, and possibly ing. Begin by passing the knot to
Additional resources and referenceswhere they fit into that plan. This the right around the group. Some-
are provided at the end of the ar- stage includes forming an atmo- one says "right there!" the knot
ticle for those interested in a more
sphere of safety and acceptance, stops, and the person nearest it has
detailed explanation of these stages,
avoiding controversy, and is filled the opportunity to disclose some in-
and techniques for exploring them with guidance and direction from teresting fact about themselves,
with your summer camp staff. the director or camp leader. such as, “I have seen three movies
this week!” It is now the discus-
sion and responsibility of the rest of
The stages of group development come from research by Tuckman the participants to decide whether
and Jenson. For more information about this work, review the they believe that this information is
following articles: true or false. After some discussion,
Tuckman, B., 1965, Developmental sequence of small the group gives their opinion of the
groups, Psychological Bulletin, 63, p38 399. validity or falseness of the disclo-
Tuckman, B. & Jenson, M., 1977, Stages of small group develop- sure, and the person providing the
ment revisited, Group and Organizational Studies, 2, p419-427. comment can tell the real story. This
You can find additional information related to group for- single comment version of Two
mation and learning in the Johnson and Johnson book, Joining Truths and a Lie, proceeds a bit
Together, page 469. more quickly for each person than
the full blown version. Use either,

6
as time permits.
After a person has revealed
the true nature of their comments
(true or false), they say “left” or
“right” and then “right there!”, and
a new person has the opportunity
to disclose something to the group.
The level of disclosure to the
group is often a measure of the
closeness, unity and respect within
the group. For example, a disclo-
sure such as, “I have traveled to
another country,” is a lower level of
disclosure than “I have some a fam-
ily member that is in trouble with
the law.” Depending on the group
setting, and the purpose of this ac-
tivity for your group, different lev-
els of information or disclosure are
appropriate. As the group becomes
more unified, this activity can bring
out greater disclosure between
members of the group, family mem-
bers, members of a team, etc.
Commonalities
Begin with partners for this
activity. This conversational activ-
ity has the goal of identifying unique
and sometimes unusual events, ac-
tivities and life experiences that we
have in common with other mem-
bers of our group. The two part-
ners need to identify three unique
items that they have in common.
Encourage participants to dig deep
for these items. For example, they
may discover that they both like
dogs, but under closer examination,
they may also discover that they like
the same breed of dog. Addition-
ally, they may discover that they
both enjoy reading, but by digging
a bit deeper, they may discover that
they have read the same book in the
past 6 months or perhaps enjoy the
same author.
After identifying three at-
tributes that they have in common,
these two partners raise their hands,
and find another group of two ready
to form a group of four. Now the
challenge is to identify 2 items that
they have in common. Again, look
deep, and no fair using any of the
attributes already identified.
Finally, after this group of
four finds out what they have in
common, they raise their hands and
join another group of four, for a to-
tal of eight, now standing inside one
of the Raccoon Circles spread
around on the floor. The goal for
these eight is to find ONE event,
interest or activity that they have in
common. Have each of these
groups of eight tell the other groups
what they have in common. Again,
the more unique and unusual, the
better (or at least the more interest-
ing!)
The Bus
Possibly
one of the
greatest
n e e d s
within a
group is to
identify
the com-
monalities
of the members. Chris Cavert says
(with regard to some of the tough
middle school students that he of-
ten encounters) that, “the more I
know about you, the less likely I am
to hurt you.” Which typically means
that the more students have in com-
mon with each other, the more they
recognize the commonalities rather
than the differences, the more likely
7
they are to include those other
people, the more likely they are to
be nice to them, to protect them, and
the less likely they are to steal, hurt
or be mean to them. To this end,
our goal is to find out some of those
commonalities that we have with
each other. The more unusual and
unique, the better.
The Bus requires two Rac-
coon Circle Lines, stretched paral-
lel to each other. Have participants
'get on the bus' by standing between
these two lines. At the first stop,
have folks get off the bus, accord-
ing to what is there for them on the
left or right sides of the bus. First
stop, chocolate ice cream on the left
side, vanilla ice cream on the right.
Now look around you, you have
something in common with those
folks on your same side of the bus.
Now back on the bus, next stop:
Cats Dogs
Loud Quiet
Running Walking
Save Money Spend Money
Bus Driver Bus Rider
Sky Diving Deep Sea Diving
Hamburgers Hotdogs
Chicken Salad
The object here is to find
interests, activities and events that
folks have in common. Be careful
to choose topics appropriately for
the audience that you are serving.
This activity can be used with even
large audiences, provided that the
folks on the bus can hear the bus
driver! Thanks to Tom Heck for
sharing this activity.
First Impressions
Raccoon Circles bring
people together in a variety of ways,
and this activity illustrates that point.
First Impressions brings participants
into a closer physical proximity to
each, discovers commonalities be-
tween participants, allows partici-
pants to become acquainted at a
deeper level, and provides the op-
portunity for participants to discuss
how their instinctive guesses about
others, especially those that they do
not know very well, may or may not
be accurate.
Begin by forming groups of
three participants, seated within a
Raccoon Circle. Also provide a
copy of the following page, and a
pencil or pen for each participant.
The instructions for this activity are
printed atthe top of the following
page. Just pass out copies of this
page, and go.
First Impressions
Form a group of three, pref-
erably with two other participants
that you do not know very well, and
have a seat. Within this group, you
are to guess the following traits and
characteristics about your partners.
This is not a conversation, just make
your best guess about each of the
following traits, for both of your
partners, and write your answers in
the outer spaces. When you and
each of your partners are finished
guessing the following eight traits,
begin sharing your guesses with
each other, writing in the true infor-
mation when given. Keep track of
how often you were able to guess
correctly.
Person on Your Left Side
The Person on Your Right Side
Your Guess The True Story
Traits The True Story
Your Guess
* Where were they raised?(Farm,
city, suburbs, other country...)
* Their favorite food?
* What type of music do they listen
to?(Rock, country, hiphop, folk,
classical, etc.)
* What would they consider a hot
time on a Saturday night?
* What would their ideal job be?
* What would their ideal car be?
* What hobbies do they have?
* What do you have in common
with this person?
From the Teamwork & Teamplay Website at
www.teamworkandteamplay.com
The Storming Stage -
This second stage of group forma-
tion introduces conflict and compe-
tition into the formerly pleasant
work environment. At summer
camp, this stage typically is encoun-
tered around week three. Why week
three? Because that is when most
staff members are at their peak "loss
of sleep.” Suddenly those things
which didn’t seem to matter, begin
to matter, and conflicts arise. Staff
behavior ranges from silence to
domination in this environment, and
a director or camp leader needs to
demonstrate coaching to move past
this stage.
Activities for the Storming
Stage - While some staff members
would rather avoid the conflict of
this stage, it is important to build
skills and show them how to cope
and deal with the storming stage.
The activities in this section, there-
fore, contain just a bit of stress (so
that the door may be ‘opened’ to dis-
cuss what is really going on). The
following activities are very chal-
8
lenging, and need to have a suitable
amount of time after each one for
discussion within the group.
Photo Finish
Thanks
to Sam Sikes for
this seemingly
simple but yet
complex activity. You can find this
and other activities in his book, Ex-
ecutive Marbles (1-888-622-4203).
Photo Finish (or the Finish
Line) uses one or more Raccoon
Circles as a straight line. The task
is for the members of a group to
ALL cross the line at exactly the
same time. You can additionally
‘stress’ the group by minimizing the
available space that they have to
plan prior to crossing the finish line.
Tell the group that they have
15 minutes to make 5 attempts to
cross the finish line at exactly the
same time. This is a great opportu-
nity to use a digital camera for in-
stant feedback. Every time some-
one breaks the plane of the finish
line, the facilitator yells, ‘Click!’
even for the occasionally careless
mistake.
This activity involves plan-
ning, communication, timing and
occasionally the ability to deal with
frustration.
Cross the Line
This activity requires a
single untied Raccoon Circle,
stretched into a straight line. With
half of the group on one side of the
line and standing about 6 feet (2
meters) behind the line, and the
other half of the team on the other
side, the scene is set for a moment
of conflict (of ‘us’ vs. ‘them’).
Make no mistake, this Raccoon
Circle activity is a bit higher level
than most, but it is excellent for set-
ting the stage to talk about conflict,
negotiation and win/win, win/lose,
and lose/lose scenarios.
Tom Heck calls this activ-
ity, ‘Their Ain’t No Flies On Me!’,
and begins this activity by having
one side say, ‘There ain’t no flies
on me, there ain’t no flies on me,
there might be flies on you (point
to folks on the other side), but there
ain’t no flies on me!’, and then
boldly take a step towards the line
(with just the right amount of atti-
tude). The other side now replies,
‘there ain’t no flies on me, there ain’t
no flies on me, there might be flies
on you, but there ain’t no flies on
me!’, and takes a step towards the
line. The first side now repeats, and
moves to the line, followed by the
second side repeating their lines, and
stepping face to face with the other
side.
Now the facilitator says,
“you have 10 seconds to get the
person across the line from you onto
your side of the line!”
Typically, this phrasing re-
sults in a rather quick tug of war
between partners, and usually a
physical solution (for one person at
least) to the challenge. Leaving
open a major opportunity to discuss
conflict, challenge, attitude, nego-
tiation, and how to resolve differ-
ences between people.
Blind Square
Blindfold the entire group,
and allow them to search and find a
nearby piece of rope (about 100 feet
long). After finding the rope, in-
struct the group that their goal,
while still blindfolded, is to create a ‘plan their work’ and then ‘work
perfect square with the rope. Par- their plan.’ This means that prior to
ticipants are allowed to slide along ANY action, the group will need to
the length of the rope, but cannot plan their approach to solving this
let go or skip over or move around problem, and making sure that ev-
another participant. eryone in the group knows their part
of the plan. After completing the
The Norming Stage - task, debriefing questions include
asking the group if they had a plan,
This third stage of group formation
and did they change the plan during
is typically a welcome breath of
the completion of the activity, and
fresh air after the storming stage.
if so, why? As a second part to this
Although the group is not yet at the
activity, you can also ask the group
high performing stage, some of the
to go Outside In, again without us-
bugs are beginning to be worked out
ing their hands, arms or shoulders....
within the group, and good things
and see if they ‘plan their work’ be-
are beginning to happen. This stage
fore ‘working their plan.’ Thanks
of group formation includes cohe-
to Tom Heck for sharing this activ-
sion, sharing and trust building, cre-
ity.
ativity and skill acquisition. The
director or camp leader demon-
Not Knots
strates support during this stage.
In this activity, which can be
Activities for the Norming Stage - accomplished with only a single
Sharing, trust building, and skill piece of webbing (in a straight line,
building activities are used in the without a water knot), a ‘doodle’ is
constructed (see examples below)
Norming stage.
and the group is given the choice of
whether this doodle will create a
Inside Out
KNOT or NOT A KNOT, when the
This is a great initial prob-
ends of the webbing are pulled.
lem solving activity. Begin with a
The object here is to provide
Raccoon Circle on the floor. Have
the group with some tools to use
the entire group step inside the
when they cannot easily form a con-
circle. The task is now for the en-
sensus. Typically, upon analysis,
tire group to go from the inside of
about half of the group thinks the
the circle to the outside, by going
doodle will form a knot, and the
underneath the Raccoon Circle,
other half a straight line. If this is
without anyone in the group using
the case, ask participants to partner
their hands, arms or shoulders.
with another person that has a dif-
What is important in this
ferent viewpoint (i.e. one partner
activity, is to stress the group prob-
from the KNOT side, and one part-
lem solving process. In order for
ner from the NOT A KNOT side).
other members of the group to as-
By learning how to listen to a per-
sist in the completion of the task,
son with a different viewpoint,
they need to know the plan, and
group members learn how to coop-
what their part is in the solution. To
erate. After this discussion, ask par-
this end, encourage the group to
9
ticipants to choose sides, with the
KNOT decision folks on one side
of the knot doodle, and the NOT A
KNOT folks on the other side.
At this point, it is likely that
there will still not be a complete
consensus within the group. Prior
to slowly pulling the ends of the knot
doodle, let the members of the
group know that you will pull the
knot doodle slowly, and that they
can change sides at any time during
the unraveling of the knot doodle
(this illustrates the ability to make
an initial decision, but still be flex-
ible as more information becomes
available).
The Blind Trust Drive
Participants are asked to
choose a partner for this activity.
One person in front, arms extended
like they are holding onto the steer-
ing wheel of a car. Their partner
behind them, with their hands on the
shoulders of the person in front. The
‘blind’ driver now closes their eyes,
while the sighted ‘backseat’ driver
safely steers them around the play-
ing area. Remember, this is not a
demolition derby or bumper cars,
and a facilitator may act as the local for this activ-
law enforcement officer if neces-
sary! Halfway through the activity,
partners switch roles, and continue.
At the completion of the activity,
partners can provide feedback to
their backseat drivers, and tell them
what they liked, or what they would
change about their guidance.
From the Teamwork & Teamplay Website at
www.teamworkandteamplay.com
The Performing Stage one of the ‘racing teams’, picking
- The fourth stage of group forma- their favorite color team in the pro-
tion includes a feeling of unity,
group identity, interdependence and
independence. It is a highly produc-
tive stage. Leadership from the
camp director or leader comes in the
form of delegation.
Activities for the Perform-
ing Stage - Challenging activities
that may be difficult, but which are
successfully accomplished by the
group.
Activities will also build enthusiasm.
Large group projects, such as tower
building (using Tinkertoys©, un-
cooked spaghetti and marshmal-
lows, or newspaper and masking
tape), and challenge courses (low
and high ropes activities) are use-
ful.
Grand Prix Racing
Turn the Raccoon Circle
into a complete circle or loop using
a water knot, and you are ready for
the ulti-
mate in
sport rac-
i n g .
Thanks to Tom
Heck for not
only the idea
ity, but also
the enthusi-
asm to lead it
e ff e c t i v e l y.
This activity will boost the enthusi-
asm of your audience, and provide
some moderate competition in the
process.
Begin by spreading several
Raccoon Circles around the avail-
able space, in close proximity to
each other. Ask participants to join
10
cess. Approximately 5 to 10 par-
ticipants per Raccoon Circle. Have
participants hold the Raccoon Circle
with both hands in front of them.
"Ladies and Gentlemen! It is sum-
mertime, and that means one thing
in this part of the world - Grand Prix
Racing ! Now I know that you are
such die-hard race fans that just the
thought of a race makes your heart
beat faster. So this race comes in
three parts. First, when I say that
‘we’re going to have a race’, your
response is loud, ‘Yahoo!!!!!’ Next
I’ll say, start your engines! and I
want to hear your best race car
sounds (audience practices making
race car revving engine, shifting
gears and braking sounds)."
"Finally, with so many cars
on the track today, it will be diffi-
cult to see just which group finishes
their race first, so we’ll need a sign
indicating when your group is fin-
ished. That sign is to raise your
hands (and the Raccoon Circle)
above your heads and yell
‘yessssssssss!’" Logistically, Grand
Prix involves having the group
transfer the knot around the group
as quickly as possible, using only
their hands. This activity can even
be performed for a seated audience.
To begin, you’ll need a ‘start / fin-
ish’ line, which can be the person
that was born the farthest distance
away from the present location. The
race begins at this location, and ends
when the knot is passed around the
circle, and returns to this same lo-
cation (Yessssssss!)
Typically in Raccoon Circle
Grand Prix racing, there are three
qualifying rounds or races. The first
race is a single lap race to the right,
with the knot traveling once around
the inside of the circle to the right
(counterclockwise). The second
race is a multi-lap race (two or three
laps) to the left (clockwise) around
the circle. And the final race of the
series, is a ‘winner take all’ champi-
onship race, with one lap to the right
(counterclockwise) followed by one
lap to the left (clockwise).
Incidentally, after this activ-
ity, the group will not only be ener-
gized, but perhaps in a slightly com-
petitive mood. From a sequencing
standpoint, you can either continue
this atmosphere (with more com-
petitive challenges - such as into a
summer camp competition) or in-
troduce a bit of counterpoint, by
following this activity with one that
requires the group working together
in a collaborative manner.
The Transforming
Stage - The final stage of group
formation is the other bookend to
the initial forming stage. The Trans-
forming stage allows the group to
regroup, thank the participants and
move on at the completion of the
summer. This stage is marked by
recognition by the leader, conclu-
sion and disengagement of the par-
ticipants.
Activities for the Transform-
ing Stage - these types of activities
allow for the completion and con-
clusion of the group process. Feel-
ings of celebration and affirmation
are suitable.
Virtual Slide show
With all participants seated
in a circle, an imaginary slide pro-
jector ‘clicker’ is passed around the
group. Group members are asked
to ‘show’ an imaginary slide or pho-
tograph from the summer, illustrat-
ing a perfect moment, or perhaps a
moment from the future, that will
be different because that person had
the opportunity to work at camp.
A Circle of Kindness
Form a double circle with all
group members, with one partner
facing the center of the circle, and
their partner behind them (also fac-
ing the center, with their hands on
the shoulders of the inner circle per-
son). The inner circle is asked to
close their eyes, and only reply
‘thank you’ or keep silent. The
outer circle is asked to quietly talk
into the ear of the inner circle par-
ticipants, mentioning something
important that they learned from
them during the summer, or a pleas-
ant memory, or any other positive
comment. The out group then
moves one person to the right, and
continues. When the outer group
has completed the circle, they are
asked to become the center group,
and the process begins again.
References and Resources
Teamwork & Teamplay, by Jim Cain
and Barry Jolliff, 1998, Kendall
Hunt Publishers, Dubuque, IA
Phone (800) 228-0810 ISBN 0-
7872-4532-1 417 pages of activi-
ties, like those shown in this article.
The Book on Raccoon Circles, by
Jim Cain and Tom Smith, 2002,
Learning Unlimited, Tulsa, OK,
USA Phone (888) 622-4203
www.learningunlimited.com ISBN
0-9646541-6-4 Hundreds of activi-
ties for creating community, that you
can present with minimal props.
Developmental Sequence of Small
Groups, by B. Tuckman, 1965,
11
Phychological Bulletin, Number
63, pages 384-399. The ‘original’
article.
Stages of Small Group Development
Revisited, B. Tuckman and M.
Jensen, 1977, Group and Organiza-
tional Studies, Number 2, pages
419-427. The revised and updated
article.
Building Community in Youth
Groups, by Denny Rydberg, Group
Publishing, Loveland, CO ISBN 0-
931529-06-9
Adventure Education and Outward
Bound: Out-of-Class Experiences
That Make a Lasting Difference,
John Hattie, H. W. Marsh, James T.
Neill, and Garry E. Richards, Re-
view of Educational Research,
Spring 1997, Volume 67, Number
1, pages 43-87.
Adventure Programming, by John
C. Miles and Simon Priest, 1999,
Venture Publishing, Inc. State Col-
lege, PA Fax (814) 234-1651 ISBN
1-892132-09-5.
Outdoor Adventure Pursuits:
Foundations, Models and Theories
by Alan W. Ewert, 1989, Publish-
ing Horizons, Inc., Scottsdale, AZ
ISBN 0-942280-50-4 An in-depth
text for understanding the compo-
nents of adventure activities.
Joining Together - Group Theory
and Group Skills by David W.
Johnson and Frank P. Johnson,
1994, Allyn and Bacon, Boston, MA
ISBN 0-205-15846-3. Although set
in the business world, this book
isapplicable to academic fields, so-
cial organizations and camping pro-
grams as well. Newer editions are
available almost yearly.
Evaluating Training Programs -
The Four Levels by Donald L.
Kirkpatrick, 1994, Berrett-Koehler,
San Francisco ISBN 1-881052-49-4
Chapter 13, Evaluating an Outdoor-
Letter to the Editor:
The Following is a letter I recieved in response to "Are You an Edutainer" I
Based Training Program, includes
encourage you to contact me if you have any comments. malone@highlands.com
commentary by Richard Wagner au-
Dear Ms. Malone:
thor of many significant challenged- My assistant director and I read your article a couple of times, hoping
based articles. to be able to respond to your viewpoint in a productive way, as we feel that
there are many ways educational opportunities may be offered to young people
Organizations and not just in traditional school settings.
Teamwork & Teamplay First off, I began my educational outreach program, The Nature of
www.teamworkandteamplay.com Things, that utilizes live animals, educational materials, environmental litera-
(585) 637-0328 ture and activities back in 1983 after my experiences at a local university envi-
The Adventure Group ronmental center. At the time, my program was the only outreach program
www.theadventuregroup.com available to young children, and its success could be found in the professional
teaching abilities I was able to offer my schools and centers that requested
(800) 706-0064
programming. Since then, we have grown to an assistant director, 5 profes-
Adventure Hardware
sional educators with degrees in the environmental and conservation fields, and
www.adventurehardware.com(800) an animal curator with office staff. We service almost 80 or so Westchester
706-0064 pre-schools, the BOCES Arts in Education programs in Westchester County,
Learning Unlimited some schools and centers in NYC and in surrounding Connecticut communi-
www.learningunlimited.com ties.
(888) 622-4203 Our program is a quality program that relies heavily on program fees
Kendall Hunt Publishers to continue operation. All the animals, materials and office are located in our
www.kendallhunt.com home in North Salem, NY and I can assure you that my husband and I have
(800) 228-0810 never made huge amounts of money at this. We each have other positions but
The Association for Challenge work at The Nature of Things in various ways. I am currently employed as an
administrator at a Montessori school that has an integrated Special Education
Course Technology (ACCT)
program for children birth - 6 years, and my husband is a railroad conductor.
www.acctinfo.org
We feed chilckens, care for sick birds ( I am also a NYS Wildlife Rehabiliator
(616) 685-0670 since 1981 and carry a scientific Collector’s permit for 2 Eastern Box Turtles,
The Association for Experiential one of which has been a resident since 1981!), answer wildlife questions, help
Education (AEE) www.aee.org teachers with curriculum and provide other community services, and have done
(303) 440-8844 so for the past 20 years. We vacation infrequently as we can never leave here
for more than a couple of days, raised our 3 children here, and pursued our
interests in education and history in our local community.

Some Information
about the Author
Dr. Jim Cain is the author of the award winning adventure-based text Teamwork & Teamplay,
which received the Karl Rohnke Creativity Award presented by the Association for Experiential Educa-
tion, and co-author with Tom Smith of The Book on Raccoon Circles. He is a former Executive
Director of the Association for Challenge Course Technology, Senior Consultant to the Cornell Univer-
sity Corporate Teambuilding Program and the Director of the adventure-based training company, Team-
work & Teamplay. Dr. Cain makes his home in Brockport, New York and frequently serves as a visiting
professor and staff development specialist on subjects ranging from experiential education to challenge
and adventure-based activities, and from recreational dancing and games leadership, to structural engi-
neering, chaos and powder mechanics. Dr. Cain has presented team building and active learning ses-
sions in 36 states and 9 countries in the past 5 years, and generally has more toys and adventure-based
books in his library than most developing nations.
12
 Having said all that, I take of-
fense to the notion that offering non
school-related educational programs to
children at different occasions in their
life with qualified educators and
captively raised live animals that are
not taken from the wild is NOT appro-
priate. As to your questions regarding
what are we teaching and how are we
regulated, those are great questions. We
did not decide to start a party business.
We follow local laws and the state po-
lice and area police dept. know of us
and often call with questions or when
in need of help. Many years ago, a
teacher friend asked me to do a nature
program at their child’s house and I
agreed. They offered me more money
than I usually received from not-for-
profits, and I gratefully accepted their
money as it helped with all the hidden
costs in providing our program. We
now offer parties on weekends and on
holidays and pay our staff extra money
if they choose to work these occasions.
All our party programs are based on
our school curriculum and our teach-
ers add their own talents such as mu-
sic and environmental games.
We have philisophical discus-
sions quite often regarding which ani-
mals are to be used and which are not
appropriate as they send the wrong
messages to children. We do not use
Birds of Prey, nor do we have native
species, but we discuss them and other
nature/environmental topics with the
help of fancy-breed poultry, exotics that
we purchase from local breeders, and
donated pets that would have otherwise
had been destroyed by the local shel-
ters.
Our teachers are wonderful,
putting the educational needs of chil-
dren first, giving advice regarding pets,
which ones for which age, and the care
of local habitats in their backyards and
how important these areas are to our
local wildlife. Over the years I have
written a nature column in the local
paper, spoken at libraries and offered
staff development. Neither I nor my
teachers are just a couple of “ animal
party people” out to make a little money
in the entertainment industry. We book
all our own programs, pay insurance
and follow local education policies as
we work in schools and refuse to be
listed as a party business as we are not.
Remember, just like you, myself and my
teachers are in a very low-paying in-
dustry. I have received a BA, an MPA
and an SAS for the NYS Education De-
partment in my professional career, and
my staff are all credentialed. No
environemtal education salary in
Westchester County reflects those lev-
els of academic achievement nor work
experience.
Again, in this field, all environ-
mental educators make less than public
school educators who also teach chil-
dren. Fortunately, my educational staff
earn more than the local nature centers
pay their educational staffs, and we
provide health benefits and educational
opportunities, all possible through the
added benefit of entertainment fees that
we charge for our “parties” as opposed
to our not-for-profit fees. I also carry
some of their auto expenses and guar-
antee raises for each teacher. My goal
is to keep young environmental educa-
tors in the field as long as possible, as I
feel that less and less people can afford
to stay in the field due to the poor sala-
ries. I am a great example, as I have
children in college and could not sup-
port them on what I made as the direc-
tor of this program after 20 years. So,
yes, the added revenue is helpful.
But in response to your con-
cerns about edutainers and how
“educational”are they, and why do we
“drag animals” to a kid’s party, think
again about some of your fellow NYS
Outdoor educators who were the ones
reading your article. There is more to
it than just money. My teachers and
those at other centers are not Pet Store
employees who are told to do Saturday
Parties for $20.00 more. They are
13
trained educators with environmental
ethics that I feel can be appropriately
and tastefully shared with all children
in an edcational setting, whether it is
at a child’s school or at their home. Par-
ents are honored to have their school’s
nature teacher provide the program for
their home celebration and we are hon-
ored to be recognized as important
adults in their children’s lives as well.
Even after 20 years, I continue to have
parents meet me and thank me for mak-
ing their child’s occasion so memorable
and how honored they were that I came
to their home. It has always been my
feeling that when someone is willing
to pay a price for something, they think
about who and what they are support-
ing, and over the years, the financial
support of others has truly been im-
portant to the success and longevity of
The Nature of Things. I appreciate
their generocity and often write per-
sonal notes to the families that invite
us to their home.
I respect your personal decision not to
“do” parties, but it is just that very at-
titude that divides our membership as
you have put a rather negative spin on
it. Is that the opinion of the NYS Out-
door Education Association? If it is, I
am very disappointed, and will be
forced to cancel my organizational
membership. I can’t see supporting
an organization that lumps issues to-
gether and makes judgements on pro-
fessionals that make decisions that a
few consider not as “lofty” as others.
The topic most definitely is a contro-
versial one, and we feel strongly that
there is another side that I hope I have
adequately expressed.
Sincerely,
Deborah Mumford, Director
The Nature of Things
For more information on The Nature
of Things and its programs
web address is:
www.thenatureofthings.com
 nysoea.org is up Elections The Nature of New York, A
and running! Please Approaching! Natural History Celebration
visit us there and Thinking about ways you
send your could help out NYSOEA? Con- It is spring, but it is still time to
Extra! Extra! friends. sider running for a position on the think about fall. The New York State
nysoea.org up Feel free to Board. Many board positions are Outdoor Education Association annual
and running send ad- up for election and it is time to conference will be held on the week-
vertisements stop wondering and start volun- end October 23-26, 2003 at the Villa
for affiliate teering. The following positions Roma Resort in Callicon, NY. Confer-
programs are available. President Elect, ence booklets will be sent out in May
and regional Metro Region Director, North- to give everyone plenty of time to make
events. All pro- ern Region Director, Western plans. There will be many new work-
grams ads will be reviewed before Region Director, Vice President shops and old favorites. The conference
posting. of Administration, Vice President will be a great opportunity to learn,
of Communication, Secretary. network, relax and have fun.
Look for nomination information We want this to be the best confer-
NYSOEA Conference
in the mail. The following posi- ence ever, and we need your help. Show
mentioned in tions are currently empty and can the conference booklet to your friends,
Conservationist Magazine be filled by appointment until colleagues, relatives, and anyone who
Do you get Conservation- they are filled by election East- may be interested. The more people we
ist Magazine? Well make sure you ern Region Director and North- can get to attend the conference the
look for an article by member Dan ern Region Director, anyone in better it will be. The conference com-
Kriesburg in an upcoming issue fea- these regions interested in filling mittee worked very hard to get the pro-
turing the Nature of New York. the remainder of the term please gram set up early so there would be
contact Foster Portzline as soon lots of time to market and promote the
as possible. conference. Please take advantage of
any opportunity to help make this our
best conference ever.
Check out Nature Dad at linature.com. One of the exciting new opportuni-
Newsday, Long Island’s newspaper is doing a year long se- ties at the conference is the student as-
ries of articles on the natural world of Long Island. Yes, there sistant program. Students who volun-
is nature on Long Island! They have also developed a great teer to help at the conference will be
website that includes our very own Dan Kriesberg as Nature given discounts to attend. If you are
Dad. Click on the Nature Dad icon and see a video and read interested contact John Stowell or Tom
articles on introducing children to the natural world. The site Smith.
also has loads of information on natural history topics of in- Contact Information:
terest to all New Yorkers. Conference Co-Chairs: John Stowell
(john.stowell@oprhp.state.ny.us and
Award the Deserving Tom Smith (tsmith@freshair.org)
NYSOEA Information: George Steele,
Please consider nominating someone deserving a NYSOEA
518-842-0501 nysoea@aol.com
award. Award nomination information will be mailed in the sum-
Conference Registration: 607-674-
mer months but it is never to early to start the wheels turning.
4017, vonmecho@norwich.net
Awards include: The Harlan "Gold" Metcalf Award, Leadership
Meals and Lodging Information:
Award, Service Award, Creative Art/Literary Award, Environmental
Villa Roma, 800-727-8455,
Impact Award, Outdoor Educator Award, and Julian Smith Stu-
groupsales@villaroma.com
dent Award.
14
 Featured Speakers
Vicki Cobb
Vicki Cobb is the well known author of 2003 Conference
more than eighty highly entertaining Site Information
nonfiction books for children. Cobb’s
lighthearted approach to hands-on science
has become her trademark for getting kids
involved in experiences that create real
learning.

Dr. Susan Flader

Susan Flader is professor of history at the
University of Missouri-Columbia, where she
teaches American and world environmental
history. She has published several books and
numerous articles on the career and thought
of Aldo Leopold, including Thinking Like a
Mountain and The River of the Mother of God.

David Middleton Villa Roma Resort

David is a full-time professional nature Callicoon, NY
photographer, writer and naturalist. He has (845) 887-4880
produced several books including: Ancient www.villaroma.com
Forest, The New Key to Ecuador and the
Galapagos and The Nature of America.
More than an outdoor photographer and
naturalist, David is a gifted and enthusiastic
teacher who truly enjoys sharing his experiences and
expertise with people.

New York State Outdoor Education Association

36th Annual Conference

~ The Nature of New York ~

A Natural History Celebration
October 23 - 26, 2003
Villa Roma Resort - Callicoon, NY
Workshops specific to New York native flora & fauna
15
 Who We Are We assist our members in
Established in 1968, the As- expanding their knowledge and
sociation is the leading professional skills in using the environment for
group supporting outdoor educa- responsible education purposes.
tion, environment education and in- We act as a unified voice
terpretive services in New York supporting the fields of environmen-
State. tal education, outdoor education, in-
Our membership includes terpretation and outdoor recreation.
classroom teachers, environmental Benefits of Membership
educators, college professors, natu- Annual Conference
ralists, interpreters, youth leaders, Regional Events
administrators, students, parents Publications
and others interested in the out- Awards
doors. Scholarships
Our Goals Membership Fees
We promote public aware- Individual $40.00
ness of the value of outdoor and Family $50.00
environmental education and inter- Retired $30.00
pretation. Student $25.00
We foster a lifelong appre- Affiliate A $45.00
ciation and sense of stewardship to Affiliate B $75.00
enrich curricula and programs. Library $30.00

The New York State Outdoor Education Association, Inc. is a not-for-profit professional organization
dedicated to lifelong learning in and about the outdoors. Outdoor Education is a method which embraces
multiple subject areas, including development of an appreciation of nature and the total environment.
Membership services, in addition to pathways, include the annual conference which provides opportunities
to share and learn, regional activities, annual award presentations and scholarships.

New York State Outdoor Education Association, Inc.

418 Merry Road
Amsterdam, NY 12012
E-mail: nysoea@aol.com

Printed on recycled paper.

Address Correction Requested