Skip to main content

The family Iceland adventure: part three. Reflections on four days in the sticks [@dtw_schools]


This is the third in a series of posts that will tell the story of our family adventure to Iceland. As regular readers will know, I've worked with Discover the World Schools for a while now, producing the award winning volcano and Norway study aids. This is the third adventure here this year but this time it's our own agenda!  When the company asked me to write a series of posts covering our family adventure I agreed as it will also serve as a record of our trip. 


We've been on the road for four days now and clocked up 1,300 kilometres in the car, which is looking a little worse for wear after the gravel road (forever known as 'adventure roads'). It's been fairly lonely out here which is a great thing and we have spent most of the time in the Icelandic rural areas where even the tourist honeypots are quiet. So, it seems a good time to share some of what we have learned as a family along the way.



1. Slow down


Henry will be four years old in July and he has dictated the pace of the stops. It's been great to have most of the main sites to ourselves, although there have been the usual tourist hoardes disgorged coaches. However, this being Iceland, this is no ether painful nor spoils the experience.  I have to say that keeping track of Henry is more of a mission that the 31 teenagers that I took here with Priory Geography  but that's the fun. We've taken our time and his snow suit has been brilliant, keeping him warm and dry. Travelling by car has also worked out well as we can stop as and when the need takes us.  The Icelandic attitude facilitates adventure well. It's clear where you shouldn't be walking but there are plenty of places, especially away from the main tourist  sites whe foot fall is carefully directed to minimise erosion, to have free form explorations. 



2. Risk 


We are not parents that wrap Henry in cotton. Wool, and he's often climbing the rocks at Goring's seafront.  Iceland is very safe, and the natural attractions are plentiful and free, with free car parking so costs can be cut down there.  However, the Icelandic risk management is to treat everyone as sensible people and therefore the hazards aren't always highlighted and rarely fenced off. This is great as you get to experience the country as it was made but it does mean having a good look around you before barrelling off.  So far, Henry has been playing near and under waterfalls, walking through bubbling hot geothermal water and climbing through, under and over ice.  This is a great playground. The weather needs to be planned for - Icelanders say that if you don't like the current weather, just wait ten minutes and it will change.  This is very true, so worth being prepared for all eventualities, even in May. 




3. Investigate these signs


When the road is suitable for your vehicle. It's the general 'tourist feature' sign and there are plenty of them and not all part of the well worn tourist trail. Some brilliant gems can be found. 



4. Eating


Lets face it, most eateries in the world and certainly within the UK are pants at catering for the under 5s and Iceland is no exception.  We are in the sticks, but the only 'children's' menu was found in Selfoss which could be considered a city bupy Icelandic standards.  Having said this, everywhere is very accommodating when asking for special food to be prepared that meets our needs and we have been welcomed with Henry everywhere we've been. The usual advice for traveling with young ones in the Uk apply to Iceland also: have water, snacks and a supply of entertainment, esoceially as some of the drives can be very long.  



Finally, this wouldn't be a post written by me without reference to coffee and here it is.  Icelandic coffee is strong and plentiful.

Comments

Popular posts from this blog

High Impact, Low effort

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment i...

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...