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What would you do? Situation 1
You were leading a group of students in an expedition in Mount Tahan. A student, Helen has been struggling to catch up with the group. Her expedition mates did not notice her difficulties and she kept quiet. On day 3 of the 5-day expedition, you grew concerned, you asked her if she was alright. With tears in her eyes, she asked you if you could carry her backpack for her. She also said that she felt like giving up. Some thoughts: To what extend, is she out of her comfort zone? Is the level of dissonance still manageable for her in order to learn? Should I point out her difficulties to her expedition mates to prompt them to exercise some compassion and/ or teamwork? Am I taking the experience from her by helping her? RP Copyright © 2010
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What would you do? Situation 2
You were leading a group of students in a 3-day school camp and it is held at a Ministry of Education (MOE) adventure centre. On the first day, the students had been rowdy and it was difficult for you to give them instructions. On the second day morning, they were late for the challenge rope course activity. As a result, this delayed the other groups using the same challenge rope course elements and your group also had less time for the following activity of kayaking. You knew that they looked forward to kayak but they displayed no signs of guilt for being late. They have been late for every activity since the camp started. Some thoughts: What are the objectives of the camp? How discipline should your students be at camps? Should I tell them off to tell them that their lateness is unacceptable? Should I ask them if they realise that by being late, they are missing out on fun? Could a behavioural contract guide them along to display desirable behaviours? RP Copyright © 2010
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