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My school trip essay 6 models

Last updated Saturday , 16-03-2024 on 10:22 am

My school trip essay ,School trips leave a great impact in the mind of the student where he goes without his family accompanied by friends and colleagues, which allows him to rely on himself and take responsibility to enjoy the activities of the trip.All this will be here in My school trip essay .

My school trip essay

School trips leave a great impact in the mind of the student, where he goes without his family, with his friends and colleagues, which allow him to rely on himself and take responsibility and enjoy the activities of the trip.

Each school planning for trips is as a recreational and educational way, supervised by social workers and school supervisors, who planning visits, ticketing, bus booking, etc.

I went on a school trip to (name of the city) of (Governorate name). of (city area in km) and (population number) approximately.

I prepared my small bag and put sandwiches, juice and water for the trip. I went to sleep early to wake up early to be full of energy on the journey.

We rode the bus in front of the school in the early morning and we left our parents and friends who did not come with us.

The bus driver displayed a documentary about the city we were going to visit and the tour supervisor told us about the directions and instructions we should follow and how to act in case of lost. He provided us emergency numbers and asked us to write them in a paper and keep in our pocket.

We arrived at our destination and started visiting the (museum name) which is a large museum featuring many important items that tell us the history of the city.

Then we went to visit the open museum which is an open area with many beautiful items.

Then we went to visit the important landmarks of the city.

The last stop of the trip was to visit the amusement park, a recreational city with lots of games.

The supervisor gave us two hours to enjoy our time, play the games we want and assemble before the door of the amusement park in preparation for riding the bus and back to our city.

We gathered two hours later in front of the amusement park door, the supervisor checked everyone’s presence and then we boarded the bus and returned to our city.

It was a beautiful day we enjoyed it a lot and we saw many of the city’s famous sights.

We learned a lot about its history and the history of its inhabitants.

Finally, we reached our city late at night. Our families were waiting for us.

We thanked the tour supervisor and went to our homes to sleep and prepare for school the next day.

a memorable school trip essay

It’s great to enjoy a little bit away from school and home for rejuvenation and energy, and this is exactly what happened. After working hard and excelling in school, I was able to go out on an unforgettable school trip. Through this trip, I was able to define my goals and benefit greatly from them.

This was an excursion to one of the seminars of the great Steve Jones. Just being in the midst of this huge crowd of scientists, inventors and businessmen made me know what I want to become in the future, and what are my upcoming priorities.

On this journey I was able to find answers to many of my questions and found the inspiration I wanted. Now I want to become in the future an inventor of something useful that benefits humanity and achieve great success for me, whether material or moral, through fame.

It is wonderful to know the importance of technology to society and how we inevitably go to it and the development of all means of services around us. And with just a little bit of clinging to the dream and fighting for it like Steve did, I can certainly succeed too.

simple essay on school trip

I feel very happy to go on a trip to the football stadium. This was a big surprise for us, to be able to watch an important match with friends.

Of course, I watched many matches with my family before, but this time the experience is different because it is with my friends and I was able to express and launch my enthusiasm, without feeling any pressure.

I enjoy this experience so much, and for sure I want to repeat this experience in other activities. Now I can’t wait to go home and tell my brother about this experience, and that in the future he should try going out with his friends on school trips and enjoying this holiday. It gives great psychological comfort and a boost of activity that helps to return to study with full vitality and activity.

essay on school trip to a park

Oh my gosh, I can’t describe the beauty of nature that I enjoyed during my last school trip. There is a very big difference between the constant presence between the big and fast industrial life and the relaxation in the vast gardens and parks that do not contain any noise.

It is great to go through this experience and go to one of the most beautiful parks that contain very beautiful gardening works and organized views of trees and roses.

The wonderful engineering work that I saw in the park is one of the best landscapes that my friends and I enjoyed watching.

And certainly immediately we felt the amount of interest and love from the people responsible for this place, and how they can preserve and show this place this beauty.

Of course I would love to go back on a school trip to the park and enjoy physical games with my friends like we did. This was one of the things I enjoyed in nature. It is great to find large green areas. This helped me relax a lot.

school tour experience essay

I would very much like to write an article about my experience in the last school tour, and point out the things I liked the most.

I find this tour very different from many of our previous tours. Previously, the tour was in only one place, and curiosity and enthusiasm ended before the tour ended.

But certainly this was different when we were able to visit many places in the same tour, such as the museum, the garden and the library. All of these places had a different effect.

We find when visiting the museum and meeting one of the guides working in the museum that he has that interesting and funny way of explaining the holdings. It makes you want to know more about its origin and the civilization it comes from.

But due to the lack of time, this made me even more excited, eager to listen. I am also eager to see another place and enjoy. This made it more beautiful and did not leave any way for boredom.

When visiting the library, I was able to sign one of the famous books and see some of the authors of these books. I always watched this event through movies only. It is great to try this experience and get some interesting and useful books.

But certainly nothing is so wonderful after a long day of listening and paying attention as visiting the park and walking around it to release all that energy.

I cannot describe the beauty of how I felt in the experience of the games and activities that we did inside the park. I can say this was the best school trip experience I’ve ever had.

a school field trip essay in English

One of the great school field trips I enjoyed was this trip, this weekend we were able to go on a school field trip to the zoo.

And there were a lot of interesting animals that wanted to feed and take pictures, many pictures with them. But of course, every field trip cannot pass without new experiences, some of which you will benefit from and others that delight you.

I can’t stop laughing whenever I remembered the monkeys, and how they used to behave, I can’t believe how smart this animal is, and how it can make you happy at any time. And also watching the peacock, what a beauty!, I did not feel the consistency and beauty of the colors, as I saw in this bird.

It was wonderful to learn some information about the habitat of many animals, which made me very eager to read about them, how they live and how important the group is to them, and how to unite among them, such as the blue whale and other collective animals that live in groups and like the wolf as well.

Certainly this field trip was very wonderful and contained a lot of information that I benefited from.

In this way we have given you  My school trip essay, and you can read more through the following section:

•  English essay

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12 comments.

A school trip essay is very excellent and writing way is also perfect

A very good essay. Need more like this.

Yeah. A very good way of writing

Awesome Schools trips are always full of fun and interesting moment. Nice construction, fantastic essay. keep it up.

babi school trip xbagi alamat,tarikh,etc bodo writer

Nice 👍👍👍👍👍👍🙂

This information is truly valuable. I appreciate the practical tips you’ve shared.

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• School Education /

Essay on My Trip for Students

• Updated on  
• Feb 3, 2024

Everybody enjoys traveling and exploring the outside world, the beautiful valleys, beaches, waterfalls, and other wonders of nature. School students are often required to write an ‘essay on my trip’, especially after their long vacations or school trips. The essay on my trip is an opportunity for you to relive those cherished memories once again. The only difference is that you have to explain it in your own words. 

Writing an essay is a great way to effectively communicate your ideas and express your thoughts. When writing an essay on my trip or any school-level topics, you need to understand your audience, to whom you are addressing your essay. It’s time for you to hold a pen and paper in front of you and follow the essay on my trip samples discussed below. Here we go!

Table of Contents

• 1 Essay on My Trip for Class 3
• 2 Essay on My Trip for Class 5
• 3 My Favourite Trip Essay in 250 Words
• 4 10 Lines on My Trip

Master the art of essay writing with our blog on How to Write an Essay in English .

Essay on My Trip for Class 3

‘My trip started with me and my family making a list of necessary items and packing our stuff. Me and my family went on a 4-day trip to Udaipur, the city of lakes. This city has a total of 7 lakes, out of which, Lake Pichola is the most beautiful one. My father booked a suite for us, where we stayed. 

As always, my restless sister and I started exploring the hotel. We saw the beautiful swimming pool, played water sports, and ate a lot of Indian food. I enjoyed the Dal Bhaati Churma.

Then we visited the Jagdish temple, which was located just outside the royal palace. It is an architectural marvel and is listed among the top monuments in India. 

Last but not least, we went boating on Lake Pichola, which was the most beautiful moment of my entire trip. We rented a motor boat, where our guide told us everything about the city, its history, and how it has because a tourism hub. 

My trip to Udaipur was a magical experience. Every moment of my trip is a cherished memory that I will never forget. Traveling with my family was so much fun.’

To improve your essay writing skills, here are the top 200+ English Essay Topics for school students.

Essay on My Trip for Class 5

‘When I was in Class 5, we went on a school trip to Rishikesh, the famous hill station. My mother packed all my important things and told me to follow everything my teacher told me. It was a 3-day trip, where we had a lot of fun, ate delicious food, played games on the riverside, did rafting, bonfire and jungle-adventure.

We visited the hotel in the early morning and were served with delicious breakfast. After breakfast, we visited the famous Lakshman Jhula, located on the Ganges River. This Jhula is used by pedestrians to cross the river and visit the other side of the city.

The next thing we did was rafting. There were rafting boats, and we were provided with life jackets, helmets, and wetsuits. We were given clear instructions not directly to jump into the river and stay in the boat. It was really fun and a completely different experience for me.

Then we had our lunch and sat down near the river, where we talked with locals. We learned about the history of this beautiful city. Our guide took us to the nearby waterfall, where we played water sports and enjoyed a lot. 

Lastly, we all sat in a circle around a bonfire and listened to the beautiful stories from our teachers and guides. 

While we were packing our stuff and leaving the hotel, we were offered souvenirs and holy prasad by the hotel staff. This trip was full of adventure, spirituality, and beautiful moments with my friends.’

My Favourite Trip Essay in 250 Words

‘My favorite trip was to Kashmir, called ‘Paradise on Earth’. It is an Indian Union Territory, located in Northern India. There were breathtaking views, serene lakes, and snow-capped mountains. It was like I was in heaven.

We traveled by train, where we enjoyed the winding green valleys and beautiful waterfall. Firstly, we explored the Mughal Gardens. There were terraces arranged near the water channel, fountains lined, and various types of flowers and trees planted. 

We explored the famous Dal Lake, which is a natural wetland with floating gardens. My father rented a houseboat, locally known as ‘Shikhara’ where we had our lunch and enjoyed the boating experience. It was like a fairy world, where everything was calm as a bright blue sky.

Our next destination was Gurmarg, which is famous for its snow-covered landscapes. The scenic beauty of the Himalayan Mountains in the backdrop was like an additional adventure to our trip. Me and my brother enjoyed Skiing at the Apharwat Peak. My father is a golf fan, so he played golf at the Gulmarg Golf Course, close to our hotel.

After skiing, we were so hungry that my brother and I ate a hearty meal to recover our exhausted energy. We were so exhausted that we slept for 4 hours. When we woke up, we witnessed snow for the first time. We made a snowman and played Tic-Tac-Toe using sticks.

‘My trip to Kashmir was a life-changing experience, and I wish I could travel there again to relive those cherished memories once more.’

10 Lines on My Trip

Here are 10 lines for my trip. Feel free to add them to your essay or any academic topics.

• My trip was full of adventure and fun. 
• Me and my family did rafting and hiking.
• We made new friends and learned about different cultures on our trip.
• We explored different landscapes and enjoyed the natural beauty of the nature.
• My trip was a new experience for me and my family.
• I visited the snow-capped mountains and played in the snow with my friends.
• We stayed in tents in the middle of the jungle, and at night, we could hear the sound of wild animals.
• I have a lot of pictures from our last camping trip, where we all had a lot of fun.
• We visited the beach on our trip, where we enjoyed the sea breeze and played sand volleyball.
• My last trip was to the National Zoological Park, where we saw different kinds of animals, like lions, tigers, elephants and giraffes.

Ans: ‘My trip started with me and my family making a list of necessary items and packing our stuff. Me and my family went on a 4-day trip.’

Ans: ‘My trip started with me and my family making a list of necessary items and packing our stuff. Me and my family went on a 4-day trip to Udaipur, the city of lakes. This city has a total of 7 lakes, out of which, Lake Pichola is the most beautiful one. My father booked a suite for us, where we stayed. As always, my restless sister and I started exploring the hotel. We saw the beautiful swimming pool, played water sports, and ate a lot of Indian food. I enjoyed the Dal Bhaati Churma.’

Ans: ‘When I was in Class 5, we went on a school trip to Rishikesh, the famous hill station. My mother packed all my important things and told me to follow everything my teacher told me. It was a 3-day trip, where we had a lot of fun, ate delicious food, played games on the riverside, did rafting, bonfire and jungle-adventure. We visited the hotel in the early morning and were served with delicious breakfast. After breakfast, we visited the famous Lakshman Jhula, located on the Ganges River. This Jhula is used by pedestrians to cross the river and visit the other side of the city’

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We hope the essays above will help school students with their essay-writing skills. For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Essay on Educational Trip

Students are often asked to write an essay on Educational Trip in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Educational Trip

Introduction.

Educational trips offer students a unique chance to learn in new environments. They are an effective way of teaching, making the learning process more enjoyable.

Benefits of Educational Trips

These trips allow students to see and experience things they wouldn’t in a classroom. It enhances their understanding and knowledge of the subject.

Learning and Fun

Educational trips are not just about learning. They also provide fun and relaxation, helping students to connect with their peers in a different setting.

In conclusion, educational trips are an essential part of learning. They provide a practical perspective, making education more interesting and memorable.

250 Words Essay on Educational Trip

Educational trips, often referred to as field trips, offer a practical learning experience that extends beyond the traditional classroom environment. These journeys hold a significant place in the educational curriculum, bridging the gap between theoretical knowledge and real-world application.

Value Addition to Learning

An educational trip provides a platform for students to encounter and explore new things in an authentic setting. It encourages experiential learning and makes education exciting and fun. The trip’s experiences help students understand concepts better, as it allows them to witness the practical implementation of theories learned in classrooms.

Development of Interpersonal Skills

Educational trips also foster interpersonal skills. Students get to interact with peers, teachers, and guides in a less formal context, which enhances their communication skills, teamwork, and leadership abilities. It also helps to instill a sense of responsibility as students are expected to conduct themselves appropriately outside the school environment.

Enhancement of Cultural Understanding

These trips often expose students to diverse cultures, traditions, and lifestyles, promoting cultural understanding and empathy. Visiting historical sites, museums, or interacting with local communities can provide students with a broader perspective of the world.

In conclusion, educational trips are a critical part of the learning process. They not only supplement classroom learning but also promote personal growth and cultural understanding. Therefore, educational institutions should prioritize these trips to enrich the overall educational experience of their students.

500 Words Essay on Educational Trip

The value of educational trips.

Educational trips, often referred to as field trips, are integral components of the learning process. They provide a practical, immersive experience that enhances academic understanding and contributes to personal development. The importance of such trips extends beyond mere recreation, offering a unique blend of education and entertainment.

Enriching Learning Experience

Educational trips offer an enriching learning experience that cannot be replicated within the confines of a classroom. They provide a hands-on approach to learning, making abstract concepts tangible. For instance, a trip to a museum can bring historical events to life, while a visit to a science center can elucidate complex scientific principles. Such experiences foster a deeper understanding and retention of academic content.

Development of Soft Skills

Beyond the academic enrichment, educational trips also foster the development of essential soft skills. They encourage teamwork, communication, problem-solving, and critical thinking skills. Students learn to navigate new environments, interact with different people, and manage unexpected situations. These skills are not only essential for academic success but are also invaluable life skills.

Exposure to Real-World Applications

Educational trips offer students the opportunity to see the real-world application of the knowledge they acquire in classrooms. A trip to a botanical garden, for instance, can demonstrate the practical application of botany, while a visit to a manufacturing plant can elucidate the principles of production and operations management. This exposure can help students make informed career choices and understand the relevance of their studies.

Enhancing Cultural Understanding

Educational trips, especially those to different countries or cultural settings, can significantly enhance cultural understanding and tolerance. They expose students to diverse cultures, traditions, and lifestyles, fostering empathy and respect for cultural differences. This multicultural exposure is crucial in our increasingly globalized world, where cross-cultural understanding is key to success.

Creating Lasting Memories

Lastly, educational trips create lasting memories and build camaraderie among students. Shared experiences, whether marveling at a historical artifact or navigating a new city, foster a sense of community and friendship. These memories often become cherished parts of a student’s educational journey.

In conclusion, educational trips are a critical aspect of the holistic learning process. They offer an enriching academic experience, foster the development of essential soft skills, provide real-world exposure, enhance cultural understanding, and create lasting memories. It is imperative for educational institutions to recognize their value and incorporate them into their curricula to ensure a comprehensive and engaging learning experience for students.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on A Trip to the Moon
• Essay on A Trip to Remember
• Essay on A Trip to Pahalgam

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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The Educational Benefits of Travel

• Posted March 19, 2021
• By Gianna Cacciatore
• Entrepreneurship
• Global Education
• Informal and Out-of-School Learning

Master’s student Yasmine El Baggari has been to all 50 states. And she hasn’t just “been” to them in a casual, check-off-the-box way. She has been to them, for extended trips, staying in the homes of more than 250 families, riding countless Greyhound buses, and fostering thousands of genuine connections across cultures.

Originally from Morocco, El Baggari decided that she wanted to travel the United States by bus when she was 17, starting from Kansas where she was living while taking part in the Kennedy-Lugar Youth Exchange — a state-department exchange program that seeks to dismantle stereotypes about Morocco, Africa, and the Middle East in the United States. “I told myself, if I can break down stereotypes in Kansas, I can do it in all 50 states,’’ says El Baggari. She continued her travels across the U.S. through college and beyond, visiting her final state — Alaska — in 2019.

Her commitment to the interpersonal and cross-cultural benefits of travel only grew from there, with additional visits to 50 countries. Six years ago, El Baggari founded Voyaj , an international exchange company that seeks to break down cultural stereotypes and foster a sense of global interconnectedness through travel experiences. Voyaj connects people of all ages with others in their destination country who share their interests and values, “in order to have a deeper cultural experience through their lens,” El Baggari explains.

The program, currently being piloted with select communities, has facilitated journeys for its clients to more than 40 countries, including France, Morocco, and the United States. Hosts open their homes to travelers, who then open their hearts and minds to embrace new cultures. The Voyaj process is planned to work through the Voyaj website, where travelers will be able to sign-up, arrange homestays, and share stories about their journeys.

El Baggari’s work at Voyaj, which is currently a venture at the Harvard iLab , is grounded in the belief that when humans from different backgrounds form authentic connections, our increased global understanding can help lead to a more peaceful world. Learning more about how the human mind works while at the Ed School has given her insight into the factors at play when two strangers sit down and form a deep bond, despite their different social contexts — factors she learned anecdotally from her travel experiences. This developmental knowledge, El Baggari believes, will help her understand cross-cultural connections, even when stereotypes, walls, and borders stand in the way.

“It is so important to realize that we aren’t really that different, and that we can embrace any perceived or real differences and identify our commonalities,” she explains.  

When COVID-19 restricted travel, Voyaj created remote opportunities for connection, facilitating online experiences for people around the globe. While these gatherings lack the allure of an international, in-person experience, they have addressed some of the social ills exacerbated by the pandemic like loneliness and isolation. “That’s one of the positive sides of COVID: More communities are looking to connect and to do so more deeply,” says El Baggari. “Because of the isolation, people are eager to meet. These virtual experiences have proven meaningful.”

El Baggari expects the evolution of Voyaj to continue — even as she concurrently focuses on her ultimate travel goal: becoming an astronaut through Space For Humanity’s sponsored citizen astronaut mission. With the support of her global team, she is running pilots for the upcoming Voyaj app, as well working to form partnerships with other exchange and travel organizations in the United States, New Zealand, Morocco, and elsewhere.

El Baggari believes that travel is about more than place. It is about people: the people you see, the people you meet, and the people who change you along the way. “I believe we have the opportunity to learn at every moment from every encounter,” says El Baggari. “We’re here, and alive! We’ve got to connect, to open and share our cultures, and realize who we truly are.”

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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Why Are School Trips Important?

Students recognise this benefit of school trips themselves – according to the Evaluation of Learning Away Final Report, 2015 , “the views of secondary students continued to be positive in the post residential context with two thirds or more thinking that…they: would make better progress in their subject (72%); had a better understanding of the subject (72%); were better at problem-solving (66%); and would do better in their exams/tests (66%)”.

And Ofsted, in their History for All report, 2011 , said that “Wide-ranging out-of-classroom activities, including school trips, are cited as examples of outstanding teaching. Students are able to appreciate their studies from a different, and usually more active perspective. Trips to Berlin and the battlefields of Belgium are named as examples.”

Offering real-world experience of the subject

The academic benefits of school trips are pretty obvious – but important to remember.

But there’s so much more that school trips can offer students during these formative years.

For example, they give your students experience of the importance of your subject in the ‘real world’.

So? Well, pretty much every teacher has at some time or other faced resistance from kids who don’t understand why they have to learn about algebra, longshore drift or the difference between the French perfect, pluperfect and imperfect tenses. Your school trip is your golden opportunity to show them.

You may ignite a new passion. For some, you may even give them ideas for future careers they never would have considered before.

Improving the classroom environment

As you know, taking students out of the classroom can do wonders for the relationships between students and teachers, making the classroom a much nicer place for everyone to be.

According to the Evaluation of Learning Away Final Report, 2015, “84% of staff felt that the Learning Away residential had begun to achieve its aims in relation to improving relationships” and “71% of secondary students felt that, as a result of the residential, their teachers had a better understanding of how they liked to learn best”.

Your shared experiences and the opportunity to have fun together will improve your student-teacher relationship. And this improves behaviour and engagement back in the classroom.

It can also make it easier for students to talk to you if they need to.  

Of course, students will also have the opportunity to get to know their peers better, particularly those outside of their usual friendship circles. And this can help them all to feel more comfortable in class.

More comfortable students means higher engagement and better learning for everyone.

Building confidence and developing independence

This is another often ignored but hugely important benefit of school trips.

According to the Learning Away – Brilliant residentials and their impact on young people and schools, 2015 study, 87% of secondary students felt more confident to try new things they would not have done before their trip.

The study also found that “prior to the residential only 40% of secondary students felt that they could be role models to others; after the residential, this figure rose to 67%”.

What a gift to give your students! The confidence to try new things and broaden their horizons will open up so many incredible opportunities for them.

And for many of them, your school trip might well be their first time travelling abroad without their families.

Although they'll be fully supported by staff on the trip, they’ll still have to take responsibility for themselves.

They’ll have to make sure they’re up and ready on time every day. They’ll have to look after their own stuff and behave sensibly so that they (and everyone around them) are safe.

So, your school trip won’t just be of educational benefit from an academic point of view, it will also help your students grow up and help them on their way to becoming independent, confident young adults.

Inspiring young people

At the end of the day, aren’t school trips really so important because they’re powerful, life-changing experiences that inspire young people?

They’ll be inspired to do the best they can in their exams, by drawing on real, practical experiences and memories.

They’ll be inspired to see the value of your subject in the ‘real world’ - helping them to unlock new passions or even a future career.

They’ll be inspired to develop crucial life skills, such as independence, intercultural understanding and tolerance.

And they’ll become more confident in themselves and in their interactions with other people and the world around them.

And by running your school trip, you’ll be the teacher that provides them with all of this.

Download the FREE presentation

We’ve created this FREE, editable PowerPoint presentation with all of these points. We hope this saves you time and helps you to make the case for your next school trip.

What's next?

If you’re ready to start planning your school trip, then take a look at our ultimate guide to organising a school trip  – there are loads of tips, tricks and free downloads to help save you time.

Already booked your trip and ready to crack on with launching your trip? Then you’ll want to take a look at our Trip Launch Pack .

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Originally founded by teachers in 1986 and with several former teachers in our team, we understand the pressures on you as Group Leader and work hard to relieve them.

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We’ll design your trip around your specific learning objectives and curriculum, to ensure it meets your particular requirements.

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How to Write an Essay on a School Field Trip

Susan davis.

Teachers often ask students to write essays about school field trips. These essays allow teachers to assess exactly what students have learned on the trip. This type of assignment also ensures that students actually think about the learning that took place on the trip, so that they understand that field trips are both a fun and a learning experience. To write a field trip essay, you must stick to the topic and write at least three sections.

Write a topic sentence telling where you went on your field trip.

Write three details about your topic sentence. Consider sentences that talk about how the trip relates to what you are studying, areas of study you focused on during the trip, and any tasks you had to complete while on the trip. This is your introductory paragraph.

Write a topic sentence for a new paragraph about one specific thing you learned. Then, write three or more sentences that go into detail about what you learned and how you learned it. Talk about how this knowledge corresponds to what you have learned in class. Write two more paragraphs just like this one, covering additional points of knowledge, to make the body of your essay.

Write a concluding sentence, summarizing what you've discussed in the essay thus far. Add sentences that demonstrate the value of the trip and summarize your learning. Consider finishing the essay by discussing how you might implement the knowledge you gained during the field trip into your classroom studies in the future.

• Always read over your essay to make sure it makes sense and has no spelling or grammatical errors. You may wish to have someone else read it, as well.
• 1 Writing Den: Essay Tips

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The school trip.

Look at the information about a school trip and do the exercises to improve your writing skills.

Instructions

Do the preparation exercise first. Then read the texts and do the other exercises.

Preparation

School trip

Join us on a school trip to Cardiff on Saturday 13th May .

We will spend the morning in the city centre . For lunch we’ll have a picnic in the park . In the afternoon we will visit the Science and Technology Museum .

Meet in the school car park at 8:00 am . Please arrive on time. We will return to the school at 5:30 pm .

IMPORTANT: SCHOOL TRIP UPDATE

Dear Students,

We hope you can come on our school trip next weekend . Unfortunately, the Science and Technology Museum is closed for building work on Saturday, but we have got tickets for St Fagans National History Museum instead. The good news is that entry is free so the trip will now cost £10 each.

Arrival and departure times are the same.

Mr Stuart Noble

Head Teacher

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Changing Minds: The Lasting Impact of School Trips

Peacock, Alan et al.

Introduction

In recent years the importance of learning in the 'real' environment, outside the classroom, has had widespread attention. Groups such as the Real World Learning Campaign have drawn attention to the dangers arising from the decline in field study work. Many children are taken to school by car, and parents fear allowing their children even to play in parks close to home, tacitly encouraging them to play indoors, leaving fewer opportunities for outdoor social play or experience of the world outside their front door. The National Trust's Guardianship Scheme addresses the negative consequences of such trends. It offers the opportunity of:

• a wide range of practical activities that support the National Curriculum
• getting involved first hand in worthwhile practical conservation projects
• exploring and connecting with their local environment
• making full use of the local National Trust site and resources
• building awareness of, interest in, and responsibility for the natural environment.

Guardianship differs from many out-of-classroom learning experiences. By focusing on multiple visits to a single site, it develops an on-going partnership that not only supports curriculum work, but also provides stimulating, practical experience of the great outdoors and conservation work. The Scheme is now well established across the country in over 100 primary and secondary schools. Evaluations of traditional out of classroom learning have identified the capacity of partnerships to develop positive attitudes, arouse learners' interest and improve behaviour. The unique nature of the Guardianship Scheme allows this study to go further. Based on in-depth interviews with students past and present, teachers and Trust wardens, it looks at the longer-term impact of out of classroom learning experiences on knowledge, attitudes, behaviour, and decisions and choices young people make.

Research objectives

Research objectives for the study are summarised as:

• Compile evidence from, research and document the tangible benefits of Guardianships with respect to the following categories of people: pupils and ex-pupils, teachers, the wider 'communities' involved, National Trust staff, National Trust volunteers, and the National Trust as an organisation
• Explore the learning outcomes of the visit(s) for the individuals involved
• Investigate what the individuals' perceptions were about whether the experience has changed their lives in any way. For example, did the experience lead to a developing interest / influence a career path / inform a lifestyle choice?
• Explore, where possible, the impacts on a community where a relationship has been particularly strong.

The properties chosen reflected a range of schemes in relation to the following criteria:

• Long-term involvement with a particular school or small group of schools
• Continuity of involvement of wardens with school partnerships
• A range of contexts (e.g. country, coastal, urban)
• A range of kinds of work undertaken by schools (e.g. conservation, research, field study, gardening).

Benefits of the Guardianship scheme to pupils and schools

• The virtually unanimous view amongst students was that Guardianship work was fun, exciting, enjoyable and better than working in the classroom
• Attitudes to the environment both in terms of a desire to protect the local environment and also in attitudes to issues such as recycling and avoiding waste
• Resentment at visitors and tourists who did not treat 'their' environment with respect
• Development of social skills such as tolerance, caring, group awareness and selfdiscipline
• Research skills involving understanding and management of the natural environment
• Skills ranging from gardening and cooking to using digital cameras and microscopes
• Schools saw great benefits from having a 'classroom in the park' and Headteachers reported a development of 'community spirit' and valuing what was 'in their own back yard' as a result of the scheme
• Several schools saw the Guardianship Scheme as the best way of matching the guidelines of the Qualifications Curriculum Authority to the needs of their children
• A special needs school was reviewing its curriculum for Special Educational Needs pupils as a consequence of their involvement with the Guardianship scheme.

Benefits of the Guardianship scheme to families, friends and the community

• A consequence of the continuing involvement was the increased willingness of parents to come into school for events and meetings
• Guardianship partnerships have the potential to make a meaningful contribution to teacher training through visits or short-term placements
• Pupils and teachers agreed that parents and siblings visited National Trust sites more frequently as a consequence of the awareness-raising by their primary age children
• A minority of partnerships are taking full advantage of opportunities on-site to publicise the Guardianship work. This has the potential side effect of impacting positively on the image of the National Trust.

Benefits of the Guardianship scheme to staff and volunteers at National Trust properties

• Both current pupils and former students praised the wardens they had worked with. In rural locations and small communities former pupils often kept contact with wardens. This was a key factor in the decision by some former pupils to work at a National Trust site
• Wardens reported increased confidence in dealing with children and in providing a stimulating learning environment. Wardens are aware that they are not teachers and they are less confident in dealing with secondary school children. A move to sustain and extend the Guardianship Scheme across the school transition would require training.

Areas where impact is less apparent

• Students' learning less apparent in the study included a failure to apply local issues to national and global matters. For example, whilst students could talk at length about the pros and cons of wind power in their area, they did not seem to have taken this further to think about the implications for the wider shift from fossil fuels to renewables in relation to global climate change
• The impact on subject choice at GCSE was not seen by students as significant, and was therefore difficult to ascertain, though teachers were far more convinced that the Guardianship experience did make a difference to their subject choices.

Key factors in successful schemes

• Guardianship is most successful in small, compact, rural communities, especially those where both Warden and Headteacher live locally
• The most effective schemes offer children early and sustained engagement with the property
• It is important to promote a wide range of learning objectives including social and practical skills, attitudes and behavioural change in the scheme objectives
• Schemes should concentrate on the uniqueness of the property and develop a positive strategy for parental and wider community involvement.
• Guardianship partnerships benefit from embedding good practice through clear lines of communication with relevant members of staff in other area and regions
• Good liaison procedures between primary and secondary schools are vital to making the most of students learning benefits.

Future areas for improvement of the Guardianship Scheme

For the Guardianship as a whole to have even greater impact on participating pupils and schools, it would be necessary to:

• Establish continuity within the Guardianship Scheme between primary and secondary schools
• Consider the development of medium and long-term plans for successful schemes, through wardens, teachers, and Trust learning staff
• Encourage schools to devote more time to follow-up work that extends the focus of children's learning from the powerful local experiences of the scheme to the bigger, global issues and concepts that they represent
• Produce interpretation information for the sites where children work, to explain how the GS operates
• Invest in the continued training of wardens for the Guardianship Scheme, including through strengthening links with ITE institutions
• Draw on the expertise of successful schemes to publicise and develop effective strategies for community and parental involvement
• Improve internal lines of communication and decision-making through dialogue with wardens.
• The Lasting Impact of School Trips
• place-based education, environment as integrating context (EIC)
• school based
• civic engagement
• self efficacy
• environmental knowledge, attitude and awareness
• stewardship behavior
• community change
• elementary (6-11 years old)
• middle school (12-14 years old)
• high school (14-18 years old)

Essay on A school trip to a museum

A School Trip to a museum | School Essay

A school trip to a museum can be both an entertaining and educational experience. Museums help combine learning with both enjoyment and entertainment. After all, there are quite several different museums that we can visit in our country.

With varying museums such as the National Gallery of Art in Washington or one like the American Museum of Natural History, we are sure to find museums that will keep all of our tastes entertained.

Visits to exhibits at a museum related to what we are learning at school will give us a fantastic chance to expand and reinforce our understanding of particular lessons. There are also plenty of classes and hands-on exhibits in many museums, proving to be highly beneficial.

Even if there aren’t any hands-on events or exhibits, we can still learn through experience by viewing the still displays and reading up on the provided information. We should take down some notes in a notebook or draw up some sketches of what we see. This can help solidify what we have learned and seen.

There is always plenty to see and learn about at a museum. This can be a consolation to any school trip organizer who has very few museums in the vicinity. How many times we go to the museum, there are to learn something new every time.

Many museums change their exhibits very frequently. After all, many museums around today are very large, and it is impossible to process everything in a single visit. Therefore, we might even develop new interests!

We will develop a desire for exploration when visiting museums. Apart from the variety of things available to discover in a museum, many museums are increasingly creative with life-like exhibits or even tunnels that we can have fun with. This fun approach to discovery will get us on the track to exploring other arenas outside the museum too!

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Write a Good Travel Essay. Please.

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Editor’s Note: We know that many of you are looking for help writing travel experience essays for school or simply writing about a trip for your friends or family. To inspire you and help you write your next trip essay—whether it’s an essay about a trip with family or simply a way to remember your best trip ever (so far)—we enlisted the help of Professor Kathleen Boardman, whose decades of teaching have helped many college students learn the fine art of autobiography and life writing. Here’s advice on how to turn a simple “my best trip” essay into a story that will inspire others to explore the world.

Welcome home! Now that you’re back from your trip, you’d like to share it with others in a travel essay. You’re a good writer and a good editor of your work, but you’ve never tried travel writing before. As your potential reader, I have some advice and some requests for you as you write your travel experience essay.

Trip Essays: What to Avoid

Please don’t tell me everything about your trip. I don’t want to know your travel schedule or the names of all the castles or restaurants you visited. I don’t care about the plane trip that got you there (unless, of course, that trip is the story).

I have a friend who, when I return from a trip, never asks me, “How was your trip?” She knows that I would give her a long, rambling answer: “… and then … and then … and then.” So instead, she says, “Tell me about one thing that really stood out for you.” That’s what I’d like you to do in this travel essay you’re writing.

The Power of Compelling Scenes

One or two “snapshots” are enough—but make them great. Many good writers jump right into the middle of their account with a vivid written “snapshot” of an important scene. Then, having aroused their readers’ interest or curiosity, they fill in the story or background. I think this technique works great for travel writing; at least, I would rather enjoy a vivid snapshot than read through a day-to-day summary of somebody’s travel journal.

Write About a Trip Using Vivid Descriptions

Take your time. Tell a story. So what if you saw things that were “incredible,” did things that were “amazing,” observed actions that you thought “weird”? These words don’t mean anything to me unless you show me, in a story or a vivid description, the experience that made you want to use those adjectives.

I’d like to see the place, the people, or the journey through your eyes, not someone else’s. Please don’t rewrite someone else’s account of visiting the place. Please don’t try to imitate a travel guide or travelogue or someone’s blog or Facebook entry. You are not writing a real travel essay unless you are describing, as clearly and honestly as possible, yourself in the place you visited. What did you see, hear, taste, say? Don’t worry if your “take” on your experience doesn’t match what everyone else says about it. (I’ve already read what THEY have to say.)

The Importance of Self-Editing Your Trip Essay

Don’t give me your first draft to read. Instead, set it aside and then reread it. Reread it again. Where might I need more explanation? What parts of your account are likely to confuse me? (After all, I wasn’t there.) Where might you be wasting my time by repeating or rambling on about something you’ve already told me?

Make me feel, make me laugh, help me learn something. But don’t overdo it: Please don’t preach to me about broadening my horizons or understanding other cultures. Instead, let me in on your feelings, your change of heart and mind, even your fear and uncertainty, as you confronted something you’d never experienced before. If you can, surprise me with something I didn’t know or couldn’t have suspected.

You Can Do It: Turning Your Trip into a Great Travel Experience Essay

I hope you will take yourself seriously as a traveler and as a writer. Through what—and how—you write about just a small portion of your travel experience, show me that you are an interesting, thoughtful, observant person. I will come back to you, begging for more of your travel essays.

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Top 12 Educational School Trip Ideas for Student Success

Table of Contents:

Learning is a never-ending process. It’s not only an educational institution that teaches you! And when it comes to students, what better way than a fun and engaging field trip!?

After all, who doesn’t enjoy a great field trip? It allowed students to leave life’s routine and experience something completely different. And, when it serves the purpose of an educational trip, students can’t wait!

But planning a school trip is more than just fun and excitement! It must add value to the students learning! If you have ideas for student educational trips, this article is for you!

Here, we list the 12 best school trip ideas to help students enhance their learning journey.  

We are your companions, like the best essay writing websites that help you prepare the paper by offering abundant ideas, knowledge, and understanding of your requirements.  

We’ve listed the fun learning opportunities for students of all ages at different price points that teachers can have a look at. Let’s get started!  

Idea 1: Local Museums

What better way than spending a day at the local museums that hold the history of the places?  

It doesn’t have to be a history museum; it could be art, science, or a combination!  

Museums and school trips are both fun and educational. Students get to learn about different cultures, periods, and history and gain appreciation for the work of artists and scientists.  

It is also a great approach to give a sense of belonging to them about their place’s history.  

Museums are also a great way to help students write a paper about it. Instead of having to reach out to a research paper writer who already holds the ideas and expertise to write the best essay, students can do the job on their own with a bit of help from them.  

Idea 2: Outdoor Adventures

Often surrounded by four walls and classes, why wouldn’t students love a fun outdoor activity? Nothing gets students outdoors like an educational trip. A trip with the teacher ensures that they are aware of what to do and what not to do, but in all, they will have great fun.  

An idea of the campground or state park sounds excellent. Students will get to explore nature while learning about the environment. Further, other activities include rock climbing, zip-lining, and hiking. With, outdoor adventure trips seek additional care from teachers!  

Idea 3: Cultural Destinations

When planning a school trip, consider embarking on an educational adventure at a cultural destination that speaks history and culture. It could be a historic site, a cultural center, or an archaeological site.  

In such trips, students explore customs, beliefs, and cultures. Museums are also a great idea, but the cultural destination holds its value! Students can gain insight into the people’s lifestyles in other countries and the periods they lived through, and even participate in workshops to learn more about them.  

Idea 4: Farm Visits

Educational trips for students , especially younger children, demand simplicity and fun learning. They barely understand the history of exploring around the museums. Here, a fun farm visit is both exciting and educational!  

Farms are perfect for exploring nature closely. Such a trip with the teacher will help students learn about the importance of sustainable farm practices, healthy food choices, and animal husbandry. Plus, they’ll enjoy watching and feeding animals.

Idea 5: Aquariums and Zoos  

Next on our list of school trip ideas are Aquariums and zoos. They offer many educational opportunities for students, especially the younger ones! Here, they will be able to learn about animals and their habitat.  

In fact, it is a way for them to see the animals they’ve always seen on screen and paper.  

In aquariums, they can uncover the ocean’s mysteries and lifestyles. Plus, it is always great to see some wildlife close!

Idea 6: Art Galleries

Art has its own way of expressing itself. It speaks differently to everyone. With art gallery trips, students can immerse themselves in art and history.  

They can explore the work of famous artists, view unique art, and get a deeper understanding of cultures and traditions worldwide.  

Idea 7: Theater and Dance Performance

A bit of entertainment included in the learning process does no harm. A field trip for students to theater and dance performances encourages appreciation of performing arts.  

To ensure that these cultures stay extinct, the student must know what theater and dance performance is! They will be exposed to different forms of art. Further, it can be an essential lesson to them on collaboration, communication, and expression.  

Idea 8: Theme Parks

The theme park is also a great field trip suggestion, depending on the subject. You can give students a thrilling educational experience at amusement or theme parks.  

They can learn more about physics and engineering while riding and playing! Further, from a business perspective, they get the idea behind what it takes to run a successful business . Amusement parks are also a place to practice mathematics by calculating the cost of food and rides.  

Idea 9: Industrial Sites

If your students are more into business, visiting factories and industrial sites can significantly help them.  

Here, they can learn how things are made from scratch. They can learn the manufacturing process, discover the importance of safety measures, gain insight into the product, and more.  

Factories can be eye-opening experiences for students to help them understand the value of hard work and effort.  

Idea 10: Charity Events and Fundraisers

A learning journey towards sympathy and affection teaches a lot. When you let your students attend charity events and fundraisers, you teach them the importance of helping others.  

Charity events provide great insight into how a small contribution can make a big difference. Further, charities and fundraisers can be something other than a school trip. Students can volunteer in these activities.  

Idea 11: Business Tours

Business tours are a great initiative to explore the world and entrepreneurship firsthand. On such a trip, students learn about different industries and how they operate, and they even meet entrepreneurs who can share inspiring stories.  

Going on a business tour and exploring a part of the world they want to become familiar with can be an invaluable experience for students.  

Idea 12: International Trips

While it might be a bit costly, compared to other ideas mentioned on the list, an international trip gives the students the taste of another culture.  

Here, they can explore different customs and businesses, learn about foreign languages and foreign cultures, and accept the beauty of the places. International trips are an unforgettable experience for everyone!  

Wrapping Up

This summarizes our list of the top 12 best school trip ideas for students.  

We have listed some of the most popular ideas, from museums and art galleries to amusement parks and international tours. Depending upon the subject, curriculum demand, and students’ wants, you can go with the trip that best suits the student.  

Further, consider the age and learning perspective of the students. A school trip is a significant responsibility for teachers and must be carried out carefully to be a success. With these ideas, you can come up with the best suit!

Have you ever planned any of the school trips? What ideas did you move forward with? Do let us know!

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Benefits of A School Trip

Field trips have long been a staple of educational experiences, offering students the opportunity to venture beyond the classroom and immerse themselves in real-world settings. These trips provide many benefits beyond traditional teaching methods, enriching students’ learning experiences and broadening their horizons whilst imparting long lasting memories.

In this article, we discuss the various advantages of field trips and why they are essential for comprehensive education based on the responses to a survey conducted with international schools in Malaysia and Brunei.

Enhances in-class Learning 

Field trips serve as a powerful tool for deepening students’ understanding of classroom knowledge. By observing firsthand how scientific principles, historical events, or artistic concepts manifest in the real world, students are able to strengthen their understanding and foster critical thinking skills. 

Field trips provide a link between theoretical learning and practical application, allowing students to make meaningful connections and gain a comprehensive understanding of the subject matter. Whether it’s observing chemical reactions in a science laboratory or exploring historical artefacts in a museum, these experiential learning experiences enhance students’ grasp of the curriculum and encourage them to actively engage with the material.

Cultural Enrichment

Field trips offer students the opportunity to experience and appreciate diverse cultures, communities, and ways of life. Visits to museums, historical sites, cultural landmarks, or neighbourhoods different from their own can foster empathy, tolerance, and a broader understanding of the world’s diversity. Students can participate in different traditions, customs, and perspectives, broadening their horizons and challenging their preconceived notions. These encounters with cultural diversity promote acceptance, respect, and an appreciation for the richness of human experiences.

Fun fact: International schools have the flexibility to plan field trips to different countries, offering students exposure to diverse cultures, while public schools in Malaysia primarily focus on local destinations within the country. While both types of schools offer enriching field trip experiences, international schools provide the added dimension of international exploration and cross-cultural learning.

Social and Emotional Development

Field trips offer opportunities for social and emotional growth as students engage in team building and collaboration. Students develop important social skills by navigating new environments together, solving problems collectively, and relying on each other’s strengths. Interacting with peers in a non-classroom setting allows for the formation of new friendships, the building of trust, and the development of effective communication skills. Field trips also present challenges that require adaptability and resilience, encouraging students to step out of their comfort zones and build self-confidence.

Career Exploration

Field trips provide invaluable exposure to various professions and industries. Visits to workplaces, science centres, or vocational institutions allow students to witness professionals in action and gain insights into future careers. By experiencing different work environments, students can explore their interests, understand the practical applications of their studies, and make informed decisions about their educational and career paths. Field trips bridge the gap between education and employment, inspiring students to pursue their passions and providing them with a clearer vision of their future goals.

Did you know that aviation pioneer, Amelia Earhart, found inspiration during a field trip to an airfield, where she had her first flight experience? This trip sparked her curiosity and motivated her to pursue a career in aviation. She became the first female aviator to fly solo across the Atlantic Ocean and played a significant role in advancing women’s participation in aviation.

Filed Trips Hosted by International Schools 

International schools in Malaysia typically schedule field trips throughout the academic year as part of their curriculum to enrich their students’ learning experiences. The timing and frequency of these field trips may vary between schools, but they are often planned in connection with specific subjects or units of study or towards the end of the school term or semester.

The organised field trips are often to a wide range of destinations, both within Malaysia and internationally. Students may have the opportunity to visit local historical sites, cultural landmarks or states, science centres and museums, as well as travel abroad to experience different cultures, explore renowned landmarks, or participate in educational programs. 

Here are some international schools in Malaysia that host field trips. Do check each school out to know where they are going for this upcoming summer holidays!

1. Lodge International School 

2. Oasis International School 

3. Maple Leaf Kingsley International School 

4. Epsom College Malaysia  

5. Charterhouse Malaysia  

6. Wesley Methodist  

7. Seri Botani International School  

8. Stellar International School  

9. Jerudong International School  

10. The International School of Kuala Lumpur  

11. Sri KDU Schools  

12. Mahsa International School 

13. Repton International School

14. Invictus International School  

15. Acmar International & Private School 

16. elc International School

17. St. John’s International School 

18. Sayfol International School 

Field trips offer invaluable benefits that extend beyond the confines of the classroom, allowing students to experience hands-on learning, cultural enrichment, social and emotional development, and career exploration. These trips foster a deeper understanding of academic subjects, broaden students’ perspectives, and equip them with essential life skills.

Education Destination Malaysia would like to thank the following for responding to the survey on field trips.

• Frances Tan, Deputy Principal, Lodge International School 

• Bekah Dawson, Director of School Advancement, Oasis International School 

• Ellis Lee, CEO, Maple Leaf Kingsley International School

• Mark Lankester, CEO, Epsom College Malaysia 

• Fai, Marketing Executive, Charterhouse Malaysia 

• Evelyn Lee, Head of Marketing & Communication, Methodist Council of Education 

• Joey Thum, Senior Admissions Executive, Seri Botani International School

• Samuel Kang, Diretor, Stellar International School 

• Anne Dickinson, Head of Admissions and Marketing, Jerudong International School 

• Nur Sakinah Diyanah binti Abduallh, Digital Lead & Advancement Manager, The International School of Kuala Lumpur 

• Wong Sin Yi, Marketing & Admissions Manager, Sri KDU Schools, Kota Damansara 

• Edwena Khor, Senior Manager, Business Development, MAHSA International School 

• Rexanne Lew, Registrar, Repton International School 

• Chua Pauline, Assitant manager, Marketing & Admissions, Invictus International School

• Rao, Sales & Marketing, Acmar International & Private School

• Gavin Hardie, Senior Services Manager, elc International School  

• Sujitha Sureyakumaran, Digital Marketing & Communication Executive, St. John’s International School 

• Nanthinie Meganathen, Marcomm, Sayfol International School 

• Preschool/Kindergarten
• Primary Schools
• Secondary Schools
• Pre-University
• Learning Centre
• Special Education Needs

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Benefits of school trips, why are they important?

Educational tours and school trips abroad can help students develop both on an academic and personal level. Today we share our thoughts on the main benefits of school trips abroad for your students and children:

1-Reinforcing lessons and expanding knowledge

As Confucius said: “I hear and I forget. I see and I remember. I do and I understand.”

‘Doing’, or putting into action or practice lessons learnt in the classroom, helps students remember and understand them better.

Applying practice to the theory not only reinforces those lessons but expands their knowledge on the subject, giving it a different more tangible dimension.

This is applicable to all subjects, from history to art but it is particularly evident when studying languages. The excitement of using those language skills in the real world will help students see the real purpose of learning them in the first place.

2-Encouraging and discovering new interests

As humans and students our brain gets excited by different things, topics and teaching methods. School trips can be a powerful motivation tool, encouraging further learning on a particular subject or sparking their interest in new ones.

School trips abroad and indeed local school tours can inspire students. Kids who might not be particularly interested in team sports for instance, might discover they enjoy skiing, hiking or even find a new sporting passion.

3-Experiencing different cultures

Education is not only about growing intellectually or achieving results but also preparing youngsters to be responsible citizens. Experiencing different cultures teaches them valuable lessons they will carry with them into adulthood.

On school trips abroad, they get exposed to different cultures, traditions, food, languages and ways to see the world; encouraging understanding, appreciation for other nationalities and diversity. This is without a doubt one of the most important benefits of school trips abroad for all students.

4-Bonding with classmates and teachers

School trips also have an important social aspect, as they facilitate team building and bonding between classmates. Often new friendships are developed during school trips, as students from different groups might interact and mix.

They can also give teachers an opportunity to know their students better, their interests and personalities, in a more informal context and relaxed environment; and gain their trust.

5-Personal development and confidence building

Many students get their first taste of relative freedom or independence during school trips. This is an important rite of passage and has a positive impact on their personal development, building their confidence as they are taken out of their home environment and comfort zone.

For instance they will learn to manage their own time and find their way around a new city, if the trip includes free time to explore; they will be in charge of their personal budget for the duration of the trip and they can even be encouraged to organise a saving plan at home to take responsibility for their own school trip costs.

These valuable learning experiences can’t be recreated in a classroom environment or learned from textbooks.

6- Positive memories

Many of us remember our favourite school tour, whether it was a visit to a local museum or our first time saying a few words in a different language abroad. Many of our best school memories are created during school trips with peers.

As teachers and parents have told our travel team over the years, some of the benefits of school trips will last a lifetime.

Find some ideas for your school trips on our page: TOP 10 DESTINATIONS FOR SCHOOL TRIPS

We hope you enjoyed our article on the main benefits of school trips abroad, for destination ideas and travel advice for your school group, contact our knowledgeable travel experts at JWT Schools.

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Short Essay: My Adventurous Trip

A couple of short essay examples on an adventurous trip.

Table of Contents

My Adventurous Trip Essay Example 1

Traveling is one of the most exciting experiences one can have in life. It allows us to explore new places, meet different people, and create unforgettable memories. My recent adventurous trip was one such experience that I will cherish for a lifetime. The trip involved hiking through a dense forest, crossing a river, and reaching the summit of a mountain, where I enjoyed a breathtaking view. Despite facing challenges such as unpredictable weather and rough terrain, the trip was a memorable and rewarding experience. In this essay, I will share my experience of this adventurous trip, highlighting the challenges, the exhilarating moments, and the memories that I will cherish forever.

Our trip started with hiking through a dense forest. The forest was full of tall trees, colorful flowers, and chirping birds. The trail was steep and rocky, and we had to be careful while walking. The forest was so dense that we could hardly see the sun, and the air was full of freshness. We had to take breaks in between to catch our breath and hydrate ourselves. As we walked, we could hear the sound of a river, and after a few hours of hiking, we finally reached the river. The river was wide and had a strong current, and we had to cross it to continue our journey. We had to be careful while crossing the river, and we held hands to maintain our balance. The water was cold, and we could feel the current pushing us, but we made it to the other side, feeling proud of ourselves.

The highlight of our trip was reaching the summit of the mountain. The climb was steep and exhausting, but the view from the top was worth every effort. From the top of the mountain, we could see the entire valley, and it was a sight to behold. The sky was clear, and the sun was shining brightly, making the view even more beautiful. We took pictures and sat there for a while, enjoying the serene beauty of nature. We could hear the sound of birds and feel the cool breeze on our faces. It was a moment of pure bliss, and we felt grateful for being able to witness such a beautiful view.

Despite facing challenges such as unpredictable weather and rough terrain, the trip was a memorable and rewarding experience. We had to face unexpected rain and strong winds, which made the climb more challenging. We slipped a few times, but we managed to keep going, motivated by the thought of reaching the summit. The journey was long and tiring, but the memories we created were worth it. We bonded with our fellow travelers, shared laughter, and created memories that we will cherish forever. The trip taught us to be resilient, to push ourselves beyond our limits, and to appreciate the beauty of nature.

In conclusion, my adventurous trip was an unforgettable experience that allowed me to explore the beauty of nature, push my limits, and create memories that I will cherish forever. Hiking through a dense forest, crossing a river, and reaching the summit of a mountain were challenging but rewarding experiences. Despite facing unpredictable weather and rough terrain, we persevered and created memories that will stay with us for a lifetime. The trip taught us the importance of resilience, perseverance, and appreciation for the beauty of nature. It was an experience that I will always treasure and would love to relive again.

My Adventurous Trip Essay Example 2

My adventurous trip was an experience of a lifetime. It was a chance for me to step out of my comfort zone and explore the great outdoors. The trip was filled with activities such as hiking, camping, and kayaking. The beautiful scenery and wildlife sightings made the trip memorable. Overcoming challenges such as inclement weather and physical exertion added to the sense of accomplishment and adventure. In this essay, I will share my experiences of this unforgettable trip.

Hiking was one of the most exciting activities of the trip. We started our hike early in the morning, and the trail was challenging, but the view was worth it. The trail led us through dense forests, and we saw wildflowers, butterflies, and birds along the way. We stopped for a break at a small waterfall, and the sound of the water was soothing. As we continued our hike, we came across a steep incline, which was physically demanding, but we pushed on. At the peak, we were rewarded with an incredible view of the valley below. The sense of accomplishment we felt after completing the hike was indescribable.

Camping was another activity that added to the adventure of the trip. We set up our tents near a lake, and the view was breathtaking. We spent the night sitting around a campfire, roasting marshmallows, and sharing stories. The night sky was clear, and we saw countless stars, which was a beautiful sight. The next morning, we woke up early to go kayaking on the lake. The water was calm, and we saw fish jumping out of the water. We even saw a family of ducks swimming nearby. Kayaking was a peaceful and relaxing experience.

The trip was not without its challenges, however. We faced inclement weather during our kayaking, and it was physically demanding. The waves were strong, and the water was choppy. We had to navigate our kayaks through the waves carefully. At times, it was nerve-wracking, but we were able to push through and complete the activity. Overcoming these challenges added to the sense of adventure and accomplishment.

In conclusion, my adventurous trip was an experience that I will cherish forever. The activities such as hiking, camping, and kayaking, the beautiful scenery and wildlife sightings, and the challenges we faced made the trip unforgettable. It was an opportunity for me to step out of my comfort zone, explore the great outdoors, and create memories with friends. I hope to have more opportunities like this in the future.

My Adventurous Trip Essay Example 3

Going on an adventurous trip is an experience that many people crave. It is an opportunity to explore new destinations, push oneself to the limit, and create unforgettable memories. I recently had the chance to embark on one such journey, and it was an experience that I will never forget. My adventurous trip involved hiking through a dense forest to reach a remote waterfall. Along the way, I encountered challenging terrain and had to navigate through rough terrain. Despite the difficulties, the stunning views and sense of accomplishment made the trip a truly unforgettable adventure. In this essay, I will describe my trip in detail, highlighting the challenges and the rewards that came with it.

The first part of my adventurous trip involved hiking through a dense forest to reach a remote waterfall. The trail was not well-marked, and the terrain was challenging, consisting of steep inclines, muddy patches, and slippery rocks. The dense foliage made it difficult to see the path ahead, and we had to rely on our instincts and map reading skills to find our way through. The forest was alive with the sounds of birds and small animals, and the air was fresh and invigorating. As we got closer to our destination, the sound of rushing water became louder, and we knew we were getting close. Finally, after several hours of hiking, we arrived at the waterfall, and the sight before us was breathtaking. The waterfall was a powerful force of nature, cascading down from a height of over 100 feet. The water was crystal clear, and the surrounding rocks were covered in moss and ferns. It was a sight that made all the hiking and exertion worth it.

The second part of my adventurous trip involved navigating through rough terrain. The terrain was rocky and uneven, and we had to be careful not to slip or fall. At some points, the trail was so steep that we had to use ropes to climb up or down. The weather was also unpredictable, and we had to be prepared for sudden rain or wind. Despite the challenges, the sense of adventure and excitement kept us going. We were a group of friends, and we encouraged and supported each other along the way. We shared food and water, helped each other over difficult patches, and cheered each other on when we reached a milestone. The journey was not just about reaching the destination; it was also about the bonds we formed and the memories we created.

The final part of my adventurous trip was the sense of accomplishment that came with it. After several hours of hiking, navigating challenging terrain, and enduring unpredictable weather, we finally reached our destination. The feeling of standing in front of the waterfall, surrounded by the beauty of nature, was indescribable. It was a sense of accomplishment that came from pushing ourselves beyond our limits, from facing our fears and overcoming them. We took pictures, laughed, and savored the moment. It was a feeling that stayed with us long after the trip was over. The adventurous trip was not just a physical journey; it was also a journey of the mind and the spirit.

In conclusion, my adventurous trip was an experience that I will never forget. It involved hiking through a dense forest to reach a remote waterfall, navigating through rough terrain, and the sense of accomplishment that came with it. The trip was challenging, but it was also rewarding. It reminded me of the beauty of nature, the importance of perseverance, and the power of friendship. It was an experience that taught me to appreciate the simple things in life and to embrace the adventure that comes with it.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

Whatsapp: +85259609792

[email protected]

Understanding Childhood Trauma Can Help Us Be More Resilient

I n 2022, the World Health Organization estimated that 1 billion children were maltreated each year around the globe. Maltreatment such as neglect and abuse are types of adverse childhood experiences, or ACEs . But they often say little about how children respond, which can either be traumatic or resilient. Now, revolutionary new findings in the sciences help us understand how different dimensions of adversity can leave different signatures of trauma and how we can use this knowledge to help children recover and build resilience against future harms.

Consider Ethan and Kevin (their names are pseudonyms to protect their privacy), two children that I worked with as an educator and researcher of trauma in schools. Ethan was abandoned by his mother at birth and placed in an orphanage in Eastern Europe, his home for the next six years. He was deprived of the fundamental needs of safety, nutrition, and human contact. He had books, but there was no one to read to him. He had caretakers, but they rarely comforted him when he was upset.

Kevin, on the other hand, witnessed his father physically and emotionally abusing his mother for the first ten years of his life. Around his sixth birthday, Kevin directly experienced his father's abuse. For entertainment, and to teach him that life is tough, Dad put Kevin and his older sister Joani into the outdoor dog cage, threw food in, and forced them to compete for their nightly dinner. If they refused, he beat them until they entered the dinner arena.

Ethan and Kevin were both traumatized by their maltreatment, but that doesn't capture what was happening inside of them. Ethan had no motivation, was numb to rewards, struggled with school and couldn't maintain social relationships. Kevin was an emotional maelstrom, frightened, hypervigilant, running away from unfamiliar men and hurting himself when he heard noises. Ethan and Kevin presented different traumatic responses or “signatures”—unique identifiers of the mental distortions created by their adverse experiences. Identifying these traumatic signatures enables caretakers, teachers, doctors, and counselors to sculpt a path to resilience that is specific to the child's harms and needs and gives them the best hope for recovery, whether in childhood or later in life.

Read More: How Traumatized Children See the World, According to Their Drawings

The idea of traumatic signatures is only a few years old , but the scientific evidence leading to it is not. We have known for decades that different environmental experiences shape development, including how and when our emotions, thoughts, and actions mature. When the environment is harsh and unpredictable, threatening survival, the timing of development tends to speed up, leading to individuals who mature quickly—recognizing and responding appropriately to danger as youngsters. In contrast, when the environment is impoverished, with individuals deprived of essential experiences and resources, development tends to slow down, resulting in delays in the attainment of independence, dedicated social roles, and sexual behavior.

Ethan and Kevin, like millions of other children, experienced two of the core types of ACEs — deprivation and abuse, respectively — during different time periods of development. These differences in experience shaped their traumatic signatures.

Deprivation is typified by a delay in the development of the brain’s executive functions —attention, short-term working memory, self-regulation, and planning. The executive functions form the bedrock to all learning and decision-making, but they are also essential in supporting more specialized cognitive functions such as language, social thinking, math, music, and morality. Children with weak executive functions fare poorly in school, and are socially and physically unhealthy. Such was Ethan’s traumatic response.

Abuse is characterized by warp speed development of a nervous system that detects threats, accompanied by hypervigilance, emotional turbulence, and out of control behavior. The root cause is a hyperactive amygdala, a brain region that plays an essential role in emotional processing, and its connection to a frontal lobe region that controls our feelings, thoughts, and actions. This constellation of changes to the nervous system leaves the child in a heightened state of fear, either fleeing or fighting to cope with an unsafe world . Such was Kevin's traumatic response.

The signatures penned by these types of adversity are further modified by their timing. In studies of orphans living in austere, institutionalized settings — such as the orphanage that Ethan grew up in—those deprived of essential experiences for more than the first few years of life showed deficits in executive functioning, social relationships, and attachment. In contrast, orphans who were placed in foster care by their second birthday, largely recovered from their deprivation in the years that followed. Children who are abused earlier in life , typically before puberty—such as Kevin—show greater emotional dysregulation, weaker control over their thoughts and actions, and more rapid biological aging.

Read More: How Childhood Trauma Can Cause Premature Aging

Different types of adversity, including different combinations, pen different signatures. But ultimately, they also define how we help children recover and sculpt their resilience. Each child's genetic architecture positions them somewhere on a spectrum of responses to adversity that runs from vulnerable to resilient . Those who land on the resilient end are handed greater immunity to adversity because of stronger executive functions that tamp down emotions and maintain focused attention. Those who land on the vulnerable end are handed greater sensitivity to adversity, dominated by emotional turbulence and inflamed autoimmune systems that heighten illness . Environmental experiences can displace individuals onto different sections of this spectrum, either enhancing their resilience or magnifying their vulnerability.

At age six, Ethan's tenure of deprivation ended and a rich life of loving care started with Julie, his adoring adoptive mother. At age 10, Kevin's father was incarcerated and his parents divorced, thereby ending his tenure of exposure to abuse and starting a more promising life with his mother Kate who desperately tried to provide for him despite her own struggles with mental health. Ethan and Kevin were both on Individualized Education Plans (IEPs) that documented their disabilities and guided the work carried out in their schools. Both of their schools were trauma-informed, meaning that they adhered to the 4Rs : r ealizing that traumatic experiences are common, r ecognizing that traumatic experiences are associated with specific symptoms or signatures, r esponding to a child's trauma by integrating knowledge of what happened with what can be done to help, and r esisting re-traumatizing both students and staff. Both schools were also aware of Ethan's and Kevin's life experiences and recognized that they would require different approaches for aiding recovery and building resilience.

Ethan, like other children who have been deprived of essential experiences in the early years of their lives, required an approach that reassured him of receiving unwavering, predictable care while providing strategies to enhance his ability to learn and develop healthy relationships. His care included access to a visual schedule that showed the timing of activities, including when meals and snacks were provided. Predictable access to meals and snacks, both at home and in school, rapidly helped reduce his obsession and hoarding of food. The unwavering support provided by Julie as well as the school staff, eventually melted away Ethan's distrust of others, enabling healthy relationships to grow. The visual schedule helped reduce the load on his short- term working memory, while helping him prepare and plan for transitions between activities. Stubbornly resistant to change, however, was Ethan’s capacity to associate or link actions with consequences. For Ethan, as for other children who have been severely deprived of experiences early in life, associative learning was heavily compromised, awaiting the addition of new tools to the trauma-informed toolkit.

Kevin’s signature of abuse was initially treated by a psychiatrist with Tenex—a medication for aggression, impulsivity, and hyperactivity—along with cognitive behavioral therapy to help him find alternative ways of thinking about and coping with his trauma. His teachers intervened further, providing him with frequent breaks to manage his frustration and burn off some energy. These approaches reduced Kevin’s outbursts and violent attacks on peers and staff, but he was still highly impulsive and fidgety. Kevin’s team decided to start him on neurofeedback , a method that enabled him to consciously modify the pattern of brain activation, shifting toward greater calm, focus, and control over his emotions. Eventually, Kevin developed good friends, healthy relationships with teachers, and an after-school job where he was learning to be a car mechanic. He also learned to trust other men, including me, one of his teachers, who deeply cared about him and cheered on his successes.

Ethan and Kevin walked off their landscapes of harm and onto paths of hope, equipped with skills to manage future adversity. Both lucked out with relatively resilient genetic architectures that were joined by nurturing environments, ones filled with people who cared for them. Many other children, perhaps the majority of the 1 billion who are maltreated each year, are less fortunate, more vulnerable by nature and nurture. While it is highly unlikely that we will ever flatten the landscape of harm, we can do far more to nurture recovery and build resilience if we recognize how traumatic signatures unfold—and how to create action plans to work through them.

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I reviewed my Yale admissions file to see what the Ivy League school really thought about my application. What I learned surprised me.

• I reviewed my Yale admissions file to see what the Ivy League school thought about my application. 
• Most of my scores weren't that impressive, but they really liked my genuine attitude and excitement.
• Reviewing my application reminded me how far I have come as a student. 

"Brian spoke so fast it was electrifying."

This was the first quote from my Yale interviewer. She wrote those words in my admissions file, a document I finally got my hands on three years after being accepted into Yale University .

I remember that interview like it was yesterday. It was a Zoom call — my application cycle happened at the crux of pandemic remote learning — and I was wearing my father's old, oversize dress shirt. The interviewer was lovely. Some of my answers to her questions probably didn't make sense, and she was right. I definitely forgot to breathe in between my sentences.

But viewing my admissions file years later gave me a peek into what my interviewer was actually thinking that day, and I learned what really got me into Yale.

I reviewed my application as a junior with the registrar

Every student in the US can review their college admissions file under the Family Educational Rights and Privacy Act. I emailed my university registrar, and within 45 days, a member of their support staff reached back out to schedule a virtual meeting. Picture-taking and recording were not allowed, so I jotted notes by hand.

There was very little verbal interaction between me and the staff member. She screen-shared my admissions file and let me read in silence. Something told me she understood the emotional weight of this moment for students, and I appreciated that. It is intimidating for any teenager to package their identity into a 650-word common application essay and a questionnaire — but it is arguably even more so to witness retrospectively how everything was judged.

I got a behind-the-scenes look into Yale admissions when they read my application

Each aspect of my application was rated out of nine points. My readers gave me a six for my extracurriculars and for my first teacher recommendation. They gave me a seven for my second teacher recommendation and my counselor's recommendation. I received an "outstanding" for my interview and a 2++ for my overall rating. The overall rating is given on a scale from 1 to 4, with 1 being the highest, and pluses were a good sign.

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In all, my ratings weren't exactly bad, but they weren't extraordinary either. The numbers on the pages stared back at me — cold, formulaic, and transactional. It felt strange to be reduced to a system of numbers, knowing that something as qualitative as extracurricular activities could still be broken down and scored.

Beyond the ratings, however, what truly stood out were the comments left by the admissions officers . Many of the comments were on my character, my essays, and the possible contributions I would make as a student.

"I teared up reading Essay 1," one reader wrote of my common application essay. Another said of the same essay: "His Chinese New Years are untraditional in that they remind him of his family's financial struggles."

I got emotional. All the memories of writing that essay came flooding back. I remembered how difficult it was to start it. I knew there was no easy way for someone to understand me without first knowing my background. I wanted to prove that I deserved a seat at the table where legacy students and the wealthy continue to outnumber their first-generation, low-income peers like myself.

I kept reading and found more comments from admissions officers that moved me: "He treats his mom well;" "He seems to have a truly good heart;" "One of the most intelligent, sincere, jovial students ever met;" "I have no doubt that Brian would push his peers at Yale to stand up for what's right;" and "I come away with compelling impressions that the student would contribute significantly to the undergrad community."

I searched for a negative comment. There were none.

I didn't deserve this, I muttered under my breath. Here I was, a junior in college, no longer a 4.0 student , my post-grad plans murky, balancing two part-time jobs and hoping to make it out of midterms alive. It felt good knowing that someone had rooted for me to be here.

The process reminded me how far I have come

Coming from an underserved household where no one had gone to college, I had always looked at the Ivy League application process skeptically.

Without the resources to enroll in SAT test prep and the financial safety net to pursue unpaid leadership positions and resume-boosting activities at school, I had doubted the "holistic" admissions process many colleges boast. My critiques about Yale remain numerous.

But at least in their comments, the admissions committee gave me grace in that they reviewed my application in light of my circumstances. I might never know exactly what happened in that reading room. Still, a couple of lessons ring true, based on my own viewing experience and my conversations with others who had done the same: Good character and potential are the key; I didn't need to be perfect.

And finally, I — not anyone else — needed to give me the fighting chance of applying in the first place.

"GPA is outstanding, especially in context," an admissions officer said. "This is a home run."

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Music Teacher Is Charged With Taking Teenagers on Trips to Abuse Them

Paul Geer taught for decades at the Family Foundation School, a rural reform academy where he abused students, an indictment states.

By Michael Wilson

The music teacher’s classes at the strict, no-nonsense reform school in the woods of upstate New York would seem to be a teenager’s respite amid all the rules, a place for expression and discovery.

But a criminal indictment unsealed Thursday portrayed that teacher as a domineering and abusive tyrant who, during one-on-one trips away from school and outside the state, raped his teenage students or forced them into sexual activity.

The indictment follows years of lawsuits that have portrayed the Family Foundation School , a small boarding academy in rural Delaware County, as something closer to an unsupervised, violent prison.

The teacher, Paul Geer, 56, was arrested Wednesday evening in Hancock, N.Y., where he lives a short distance from the site of the school, which closed in 2014. He was charged with six counts related to bringing three different children across state lines to engage in unlawful sexual activity.

Mr. Geer pleaded not guilty at an arraignment before a federal magistrate judge in Syracuse, N.Y., on Thursday, and was denied release pending a detention hearing set for Monday.

For former students at the school, his arrest vindicated many years of online campaigns and legal battles involving that place and, specifically, that man.

Liz Boysick, 41, identified as “Victim 2” in the indictment, was 16 when Mr. Geer drove her to Pennsylvania ahead of a class trip there and forced her to perform oral sex in his van, she said. Decades later, she was in court to see Mr. Geer in shackles during the hearing.

“It was really powerful hearing what mattered to me counts,” she said afterward. “He will not get one more tear out of me. Now is the time for me to live my life.”

Mr. Geer was in his 20s and living with his parents when an older couple approached him at a choral recital he was leading and offered him a job at the Family School, as it is known, on the spot. They were Tony and Betty Argiros, who founded the school in the 1980s.

For Mr. Geer, that began a career of more than 20 years at the school, which billed itself as a last resort for parents frustrated and distraught by their children’s drug or alcohol abuse or behavioral issues. Former students have said he asked personal questions about their sex lives and singled out children to stay behind with him after class, which was held in a red barn beside a pond.

The indictment described Mr. Geer as a bully who, in addition to subjecting students to “repeated sexual abuse,” forced them to eat moldy food, haul heavy loads of rocks around the campus and endure communication blackouts for long periods.

On three separate occasions outlined in the indictment, Mr. Geer drove students out of state on one-on-one trips and coerced them into sexual activity. The victims were two boys and a girl, ages 14 to 17.

Mike Milia, 45, of Brooklyn, is identified as “Victim 1” in the indictment. He was 14 in 1994 when Mr. Geer took him on a fishing trip to Maine and sexually abused him, according to the indictment.

On the way back to Hancock, Mr. Geer “told him not to tell anyone of what had just happened,” according to a lawsuit filed by Mr. Milia in 2019. That case is pending.

Mr. Geer was questioned about taking a minor to Maine in a deposition that same year.

“In hindsight, I shouldn’t have done that,” he said, but he denied any sexual abuse.

“I think I behaved badly in a lot of ways,” Mr. Geer said in the deposition, referring to his time working at the school. “I definitely was very aggressive.”

The couple that founded the school later retired, and their son, Emmanuel Argiros, who goes by Michael, took over day-to-day operations before it closed. In depositions in 2018 and 2021, the younger Mr. Argiros denied hearing reports of abuse while at the school.

In 2018, The New York Times published an article describing a series of suicides and fatal overdoses by former students. More former students later came forward to describe horrific conditions at the school.

Liz Ianelli is a former student who recounted her time at the school and described the abuses inflicted on her there in her 2023 book, “I See You, Survivor.” She recalled being wrapped from neck to ankle in a blanket that was duct-taped closed, and left on the floor of an empty room, shimmying toward a bowl of tuna for food.

She was among the former students who hastily arranged travel to Syracuse on Thursday for the court hearing.

Sitting nearby was Mr. Milia, watching the man who had taken him to Maine 30 years ago.

“This guy threatened my life when I was 14 years old,” Mr. Milia said after the hearing. “When he walked through that door, it was the first time I felt like he couldn’t hurt me anymore. I am not scared anymore.”

Michael Wilson , who covers New York City, has been a Times reporter for more than two decades. More about Michael Wilson

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I was 1 of millions who traveled for the eclipse. Here's how it went

I first heard about the Great American Eclipse from my now husband , Dave, three years ago. He told me he was absolutely, without a doubt going to see the eclipse in 2024, because the last one had changed his life.

He described what really happened once the moon fully blocked the sun’s light back in 2017: The sky grew dark. The air cold. To him, it felt like being on another planet entirely. While he stood there in a field in rural Tennessee, the strangers around him began to cheer. “It’s like, you’re not even human anymore,” he said about witnessing totality firsthand.

Eclipse comes from the Greek word for “abandonment,” because for a few minutes, it’s as if the sun leaves us, and something strange and magical takes its place. 

Dave's experience lasted for about two minutes before life returned to normal — but onlookers everywhere felt like they had been changed for good. They were aware of having passed through a once-in-a-lifetime experience. Actually, a once-in-a-universe one. 

One that I, stupidly, missed out on because I was too cheap to pay for an overpriced flight to Greenville, South Carolina, and too nervous to take yet another day off from my first job. Seeing that 2017 partial eclipse from downtown Manhattan, I realized that my human concerns got in the way of a celestial breakthrough. After that very human error, I vowed I would see an eclipse eventually. Next time, I would get my chance in 2024.

The eclipse on April 8 was notable for a few reasons. For one, it cut across many major metropolitan areas, from Mazatlan, Texas through Dallas, all the way up to Maine and Montreal. Timing matters, too: This eclipse hit North America on a day with clear weather and it’s the last one the contiguous U.S. will see until 2043. 

This eclipse stands to be an even more powerful experience than the last. “This one will be even longer, with more than four minutes of darkness along much of the path of totality,” said Catherine Pilachowski, the Kirkwood Chair in Astronomy at Indiana University Bloomington.

“A total eclipse is a deeply moving experience — it's a sense of connection to nature, to the universe, in a way we don’t often experience,” she said, echoing Dave’s words.

But what is an eclipse, and why is this one special enough to send millions in search of a few minutes in the dark?

“Eclipses occur when the moon and sun appear to be the same size and line up in the sky,” Dr. Anita Cochran of UT Austin said. The alignment of the sun, earth and moon is a “complex dance,” she said, given their elliptical patterns. Actual eclipses aren’t uncommon and occur multiple times a year, though solar eclipses happen less frequently. The trouble is that most eclipses occur over the ocean and their paths of totality are very small.

“You get really lucky when you get into the path,” Cochran said of the small but populous swath of America that will have front-row seats to the show.

Astrologer Lisa Stardust has a different take. She warns that astrologers recommend staying far away from the path of totality, since “eclipses can bring intense emotions and secrets to the surface, causing people to act out or behave unpredictably.” 

I decided that was a risk I would take, which was good, because Dave and I planned to travel to the epicenter of it all: Texas. Historically, Texas is the state along the eclipse path with the lowest cloud cover this time of year. Because of the weather conditions, an estimated 1.1 million people would travel the state to view the eclipse.

John Beckman, who traveled to Montana to witness the eclipse in 2017, drove across the country from California to Texas this year to meet a group of 20 family members and friends.

“It’s really hard to get through to people that you’re going cross country for three minutes (of eclipse),” he said.

A whole year prior to the eclipse, we solidified our plan to hit the road. We would meet up with Dave's cousins, who live in Austin, and drive to a camp site in Llano, Texas, right at the center of the eclipse path. There, over 120 people from around the wold — from Melbourne to Colorado — would convene to witness the cosmic event together.

In the months leading up to April 8, we met the fellow travelers on Zoom calls. We learned who would be bringing telescopes and tents, and signed up for potlucks and Peruvian fire rituals (yes, really).

Meanwhile, the people of Llano, Texas — a town of 2,000 — prepared for an influx of eclipse chasers just like us. Michelle Long Hagli, the owner of Brown Chicken Brown Cow Ranch, warned us to have supplies. At times, I couldn’t tell if we were preparing for a natural phenomenon or disaster.

Public notes from the mayor of Llano seemed to take on the same tone of resignation and anticipation as Michelle. She advised townspeople to have “ two weeks of supplies” secured by April 1, and put it this way in a poetic Facebook post to her constituents: “We could not stop this wave of eclipse watchers from coming here to Llano even if we wanted to, so we will make the best of it. And even though it will be a boost for the economy, it will be like trying to get a drink out of a fire hose.”

Diana Stewart, a Llanite who owns a local tamale business, said, days before the eclipse, “We’re not sure what to expect. We don’t know if we should prepare for the masses, or if it will be similar to a Christmas holiday.” She adds generally, she and her neighbors are “excited,” saying, “We think this will be a great time to show everyone how beautiful and unique our little town is.”

As we prepared (and as I watched airfare rates nearly triple) I started to relax and dream of totality in a small Texas town.

Last eclipse, I was so worried with my human concerns I missed out on something great. This eclipse, I was so sure of my human plans that I forgot about the other key player: The sky. It turns out that weather doesn't care for even the best-laid plans.

The weekend before the eclipse, I began to panic at the sight of the weather forecast. Clouds . I studied the forecast so much, I felt like I had accrued enough credits for a meteorology minor. I learned the difference between cloud types: High, cirrus clouds were good; it meant the sun could poke through. Cumulus clouds, which cover the sky like a blanket, foretold total eclipse doom. Still, as I looked at chart after chart, it felt a bit like reading tea leaves. How were we to know until Monday at 1:35 CT?

Dave, forever calm, kept telling me to close the computer and my multiple browser tabs for “Texas weather eclipse.”

All the local Texans I spoke to, including our family, said not to bother: Texas weather changes on a dime. Still, I wanted certainty that this trip would be worth the trek.

Looking at cloud cover blanketing Texas, I entertained canceling the whole trip and going to Alexandria Bay, New York, where the forecast appeared to be clearer. There, I could watch the eclipse on the St. Lawrence River.

But Dave and had a plan, and we would stick to it, whether or not we had a pact with the sky.

Our flight to Austin from Newark on April 6 was nearly full. Just before takeoff, the flight attendant got on the loudspeaker and asked, “How many of you are going to see the eclipse?” Passengers cheered as if it were a sporting event, myself included.

While boarding the plane, I realized this trip, and the weather, hadn’t just consumed me — it had consumed nearly everyone else as well.

A family of five boarded ahead of us. The dad, wide-eyed, said his friends told him about the 2017 eclipse, and he couldn’t miss out on this one, so he was bringing the whole family along. His son chimed in saying it was going to be cloudy, but they all seemed determined to have a good time despite the weather.

One of the sons chimed in with “Spain 2026.” It was an invocation I heard often on my eclipse Facebook groups, calling to the next visible total solar eclipse. As if to say: we might not have Texas, but we’ll always have Spain.

I asked a woman ahead of me if she was traveling to see the eclipse. “More like not going to see it,” she said. She went on to compare the eclipse to her wedding night: “Dark and cloudy.”

The flight attendant warned me as I left. She said her friend was from Llano, where we were headed — and that it was going to be mobbed. I decided not to text my mom that.

Once we landed in Austin, Dave’s cousin, Brian, and his partner Erika picked us up from the airport. On Sunday morning, we left for the campsite. Michelle Long Hagli, who bought the land with her husband after the pandemic, greeted us with a huge hello, wearing the eclipse shirts she had designed for the occasion. On it was a brown chicken and a cow donning eclipse glasses.

My first impression of Brown Chicken Brown Cow Ranch is that it smells much better than I thought a ranch ever could. The bluebells has blossomed, and so did a sense of excitement among everyone we passed. What followed was a slideshow of Texas’ greatest hits: We ate barbecue from Cooper’s, went to a big, empty bar in downtown Llano, met four longhorn cows and hiked Enchanted Rock. Yes, it was enchanted (and also steep). 

By night, we could see the stars. The evening before the eclipse, we woke up in the dark to a clear night sky.

The next day, those skies had changed to gray. Still, Michelle was cheery when I asked if she ever worried about the weather. She said at 56, she had lived long enough to stop worrying about things out of her control. Anyway, she said, “it was all a gift from God.”

By then, I was so happy in the Texas landscape that I started to believe she was right.

We had pancakes, then we participated in a ritual meant to situate ourselves as one with the planet, harness the manifesting powers of the eclipse and release baggage, guided by healers Woody Strickland and Kay Jantzen. Obviously, I prayed for a clear sky. As we were directed us to pray toward the sun, the sun suddenly broke through the clouds.

Then came the crucial decision that would determine our entire eclipse experience: The question of whether to stay put or go elsewhere. To play the cards we had, or drive until we found a better deck.

Dave, who reads weather maps for fun, made the call. We would go west for an hour where it seemed less cloudy — 25% coverage to Llano’s 75% — and totality still stretched for over three minutes.

Still, I was worried. What if we left, and the conditions were clearer back at BCBC Ranch? What if we encountered traffic and missed it all? I thanked myself for marrying someone so decisive. Dave dismissed my worries and we hit the road.

We took a nearly empty stretch of Road 171 westward toward Brady, before stopping in the small community of Voca. The only structure we could see was a vineyard (closed) and a post office (also closed). The post office parking lot was filled with about 10 cars and plenty telescopes — it was clear that others were waiting in anticipation.

We parked and set up our chairs in a field of bluebonnets. Together, all us strangers waited patiently. Many had waiting for years, but the last few minutes leading up to the eclipse felt the longest.

The other onlookers were seemingly in this tiny town on accident. Vice, Texas (population: 50), was not the plan, but the travelers I met and spoke to had made the same calculations that Dave and I had. All except Shirlene Miller, the woman whose field we congregated next to. She moved to Voca for her husband, who was born and raised there. At 84, she told me this was her last chance at an eclipse. I hoped the clouds would clear for her. And, ok , for me, too.

The moon started its journey into the sun’s path at 12:15 and would reach totality at 1:35. I felt like I was at a championship game and the teams were tied, only there was no coaching, no reason, nothing that could be done. Low clouds started to gather. For about 15 minutes, the sun was gone. 

Then, like some sort of cosmic red carpet, a pathway opened between the clouds. It looked like a path made for the sun to travel — and travel it did. We all looked up, glasses on. Everything but the sun was dark. We watched as the sun went from a crescent to a sliver. Then, it was gone.

I took off my glasses and saw it: totality. The moon blocking the sun. This is what no one else could see outside the path of totality.

Here is where I get to the part that's almost impossible to express. Now that I've experienced a total solar eclipse, I know that no video, photo or description will do it justice.

The best thing I can say is to travel in 2026 to see the next total eclipse yourself. All words and video will fail you in the meantime.

Because you’re curious, I’ll try my best to describe the experience. It is like a third sun or moon you never knew before coming out to introduce itself, and you wondered how you missed it this whole time. It’s like the eye of God coming out to blink. It’s like the clock turning to 1/1/2000 and standing in a crowd, trying to make sense of time and the universe and our place in it. It’s feeling that not only are the sun, moon and earth aligned but somehow, you are too.

It was enough to make me literally fall to my knees.

This is actually what happened. The moon covered the sun and the world grew dark. Venus and Mercury were visible in the dusk-like sky. People cheered and shouted (fine, people being me). Simply put, it was so incredibly cool.

Perhaps Brian put it best when he said, “I get why people 1000 years ago were terrified. It gets dark out, and you look up and there’s a black circle?”

Then it was over, the vista was gone. I put my eclipse glasses back on, and realized I couldn’t get back that magical moment if I tried. If I tried, I'd quite literally go blind.

The sky lightened. The birds began chirping again — I didn’t realize how silent it had become. We all looked back at each other in awe.

We did it. With plenty of planning and a lot of luck, we actually accomplished what we had come to Texas to see.

I’m still processing the eclipse and processing the lessons it has for me. Is there a way to make sense of luck? Does it just happen? Or does luck happen by putting yourself in its path, and making sure you’re looking up, ready to marvel at whatever comes your way?

I do know this; I got lucky, and it’s only because I didn’t get in the way of myself. I surrendered to the day — and to Dave — who never worried.

The truth is my worries never mattered. They never had any sway over the clouds. No matter what happened, I was lucky to come along for the ride — lucky for another day under this sun.

My sense of awe and luck was shared with Jay Lawson, an amateur astronomer at the Brown Chicken Brown Cow Ranch, who wore a shirt emblazoned with four eclipses he has seen from 1979 to 2024. It turns out that totality was visible for only 90 seconds at BCBC ranch, but it was still something.

“You plan for years, and it’s done in a few seconds. And all you can think is, ‘When can I see another?’” Lawson said, taking the words right out of my mouth.

It goes without saying: Spain 2026! Dave and I hope to see you there.

Elena Nicolaou is a senior entertainment editor at Today.com, where she covers the latest in TV, pop culture, movies and all things streaming. Previously, she covered culture at Refinery29 and Oprah Daily. Her superpower is matching people up with the perfect book, which she does on her podcast, Blind Date With a Book.

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