school trips essay

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My school trip essay 6 models

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.

Essay Curve

Essay on School Trip – Samples, 10 Lines to 1500 Words

Essay on School Trip: School trips are an exciting and educational experience for students of all ages. These trips provide a break from the routine of the classroom and offer a hands-on learning opportunity in a new environment. In this essay, we will explore the benefits of school trips, such as fostering independence, building social skills, and enhancing academic learning. We will also discuss the importance of proper planning and supervision to ensure a safe and successful trip for all participants.

Table of Contents

School Trip Essay Writing Tips

1. Start by introducing the topic of the essay – a school trip that you went on. Provide some background information about the trip, such as where you went, who organized it, and why you were excited to go.

2. Describe the preparations that were made before the trip. This could include packing your bags, getting permission slips signed, and researching the destination. Talk about any expectations you had for the trip and what you hoped to get out of it.

3. Discuss the journey to the destination. Describe the mode of transportation you took, any interesting sights you saw along the way, and how you passed the time during the journey. Talk about any memorable moments that occurred during the trip.

4. Once you arrived at the destination, describe the activities that you participated in. This could include visiting historical sites, exploring nature, or engaging in cultural experiences. Talk about what you learned from these activities and how they impacted you.

5. Reflect on the overall experience of the school trip. Discuss the highlights of the trip, any challenges you faced, and how the trip changed your perspective on the world around you. Talk about any new friendships you made or insights you gained during the trip.

6. Conclude the essay by summarizing the key points you discussed. Reflect on how the school trip impacted you personally and academically. Discuss any lessons you learned from the trip and how you will apply them in the future.

7. Proofread and edit your essay to ensure that it is well-written and free of errors. Make sure that your ideas flow logically and that your writing is clear and concise.

8. Consider adding personal anecdotes or quotes from fellow classmates to make your essay more engaging and relatable to the reader.

9. Remember to stay focused on the topic of the school trip and avoid going off on tangents. Keep your writing organized and structured to make it easy for the reader to follow along.

10. Finally, make sure to express your gratitude for the opportunity to go on the school trip and the memories you made during the experience. Share any lasting impressions or lessons you took away from the trip that will stay with you for years to come.

Essay on School Trip in 10 Lines – Examples

1. School trips are a great way for students to learn outside of the classroom. 2. They provide hands-on experiences that can enhance learning in a fun and engaging way. 3. School trips can include visits to museums, historical sites, nature reserves, and more. 4. They allow students to see and experience things they may not have the opportunity to otherwise. 5. School trips can help students develop social skills and build relationships with their peers. 6. They can also help students develop independence and responsibility. 7. School trips can be a break from the routine of school and provide a refreshing change of scenery. 8. They can inspire students to pursue new interests and passions. 9. School trips can create lasting memories that students will cherish for years to come. 10. Overall, school trips are a valuable and important part of a student’s education.

Sample Essay on School Trip in 100-180 Words

School trips are a great way for students to learn outside of the classroom and experience new things. These trips provide a hands-on learning experience that cannot be replicated in a traditional classroom setting. Whether it’s a visit to a museum, a historical site, or a nature reserve, school trips offer students the opportunity to see and touch what they are learning about in their textbooks.

During a school trip, students can engage with their surroundings, ask questions, and interact with experts in the field. They can also bond with their classmates and teachers in a more relaxed setting, fostering a sense of community and teamwork.

Overall, school trips are an essential part of a student’s education as they provide a well-rounded learning experience that goes beyond the confines of the classroom. These trips help students develop critical thinking skills, cultural awareness, and a deeper appreciation for the world around them.

Short Essay on School Trip in 200-500 Words

School trips are an essential part of a student’s educational experience. They provide an opportunity for students to learn outside of the classroom, explore new places, and bond with their classmates. I recently went on a school trip to a historical site, and it was a memorable experience that I will never forget.

The day started early as we boarded the bus and set off on our journey. The excitement among the students was palpable as we chatted and laughed, eagerly anticipating the day ahead. As we neared our destination, our teachers briefed us on the history of the site and what we could expect to see. I could feel my anticipation growing as we pulled into the parking lot and disembarked from the bus.

As we entered the historical site, I was immediately struck by the grandeur and beauty of the architecture. The buildings were steeped in history, and I could almost feel the echoes of the past reverberating through the halls. Our tour guide led us through the various exhibits, explaining the significance of each artifact and painting. I was fascinated by the stories behind each piece and marveled at the craftsmanship of the artisans who had created them.

One of the highlights of the trip was when we were given the opportunity to participate in a hands-on activity. We were divided into groups and tasked with solving a series of puzzles related to the history of the site. It was a fun and engaging way to learn more about the subject matter, and I enjoyed working together with my classmates to solve the challenges.

After the tour, we had some free time to explore the site on our own. I wandered through the gardens, taking in the beauty of the landscape and soaking in the peaceful atmosphere. I felt a sense of tranquility and contentment as I reflected on the day’s experiences and the knowledge I had gained.

As we boarded the bus to head back to school, I felt a sense of gratitude for the opportunity to go on this trip. It had been a day filled with learning, laughter, and camaraderie, and I knew that I would cherish the memories for years to come. School trips are more than just a break from the routine of the classroom – they are a chance to expand our horizons, deepen our understanding of the world, and create lasting bonds with our peers. I am grateful for the experiences and lessons learned on this trip, and I look forward to the next adventure that awaits us.

Essay on School Trip in 1000-1500 Words

School Trip: A Memorable Experience

School trips are an essential part of a student’s educational journey. They provide students with the opportunity to learn outside the classroom, experience new things, and create lasting memories. I still remember my school trip vividly, as it was one of the most memorable experiences of my school life.

The trip was organized by our school to a historical site located a few hours away from our city. We were all excited about the trip as it was our first overnight school excursion. The night before the trip, I could hardly sleep due to the anticipation and excitement of what was to come.

The next morning, we gathered at the school early in the morning, all dressed in our school uniforms and carrying our backpacks filled with snacks and essentials for the trip. The bus arrived, and we all boarded it eagerly, chatting and laughing with our friends. The bus ride was filled with excitement and anticipation as we sang songs, played games, and shared stories with each other.

After a few hours of driving, we finally arrived at our destination. The historical site was breathtaking, with ancient ruins, beautiful gardens, and a rich history that captivated our attention. Our teachers divided us into groups and assigned each group a guide who would take us around the site and provide us with information about its history and significance.

As we explored the site, I was amazed by the beauty and grandeur of the ancient architecture. The guide explained the historical significance of each building and monument, and I was fascinated by the stories of the people who had lived there centuries ago. It was a surreal experience to walk in the footsteps of those who had come before us and to imagine what life was like in those times.

One of the highlights of the trip was visiting the museum located on the site. The museum housed artifacts and relics from the past, including ancient coins, pottery, and weapons. It was like stepping back in time and getting a glimpse into the lives of the people who had lived in that place centuries ago. I was particularly fascinated by the intricate details of the artifacts and the stories they told about the people who had created them.

After a day of exploring and learning, we were all exhausted but happy. We returned to our accommodation, a cozy guesthouse located near the historical site. The guesthouse was charming, with comfortable rooms and a beautiful garden where we could relax and unwind after a long day of sightseeing.

That evening, we gathered for a bonfire and barbecue dinner. We sat around the fire, roasting marshmallows and sharing stories with each other. It was a magical moment, surrounded by friends and teachers, under the starry sky. We laughed, sang songs, and bonded over our shared experiences, creating memories that would last a lifetime.

The next day, we visited a nearby nature reserve where we went on a guided hike through the forest. The lush greenery, chirping birds, and fresh air were a welcome change from the hustle and bustle of city life. We learned about the flora and fauna of the region, and I was amazed by the diversity and beauty of nature.

As we hiked through the forest, I felt a sense of peace and tranquility that I had never experienced before. The sounds of nature, the rustling of leaves, and the gentle breeze were soothing to my soul. I felt connected to the natural world in a way that I had never felt before, and it was a profound and enlightening experience.

After the hike, we returned to the guesthouse for lunch before boarding the bus back to our city. The ride back was filled with a mix of emotions – sadness at leaving behind the beautiful place we had visited, but also gratitude for the experience and the memories we had created.

As we arrived back at school, we were greeted by our parents who had come to pick us up. We hugged our friends, said our goodbyes, and exchanged contact information to stay in touch. The school trip had come to an end, but the memories and experiences we had gained would stay with us forever.

Looking back on the school trip, I realize how fortunate I was to have had such a wonderful experience. The trip not only provided me with the opportunity to learn and explore new things but also allowed me to bond with my classmates and teachers in a way that would not have been possible in the confines of the classroom.

School trips are an essential part of a student’s education, as they provide hands-on learning experiences, foster social skills, and create lasting memories. I am grateful to my school for organizing such a memorable trip and for giving me the opportunity to learn, explore, and grow as a person.

In conclusion, the school trip was a transformative experience that I will always cherish. It opened my eyes to the beauty of the world around me, taught me valuable lessons about history and nature, and allowed me to create lasting memories with my friends and teachers. I am grateful for the opportunity to have had such a wonderful experience and look forward to future school trips that will continue to enrich my education and my life.

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How To Write A Report On Your School Trip Experience

We know what it’s like in teaching these days: everything needs a write-up. And school trips are no exception: from writing permission letters to parents, to the post-match analysis that are school trip reports.

Fortunately, the experts at NGT are here to help. Our tour planning tools page and Trip HQ hub contain all sorts of teacher resources, from letter templates to packing checklists. So you can get a head start on all that admin, and build a school trip your students will never forget.

As for how to write a report on a school trip, we can help with those too. Just read on for our handy guide.

The school trip report format

When reporting on a  school trip , there are no ‘set’ ways to get started.

However, we’ve included some school trip report examples below, and outlined a few essential sections to help you out.

As for the length of your school trip report, you should aim for about two to three pages. This might sound quite long, but once you’ve filled out the key elements, it should come together fairly easily. 

The School Trip Aims and Objectives

Every school trip should have some solid objectives behind it: from allowing  geography  students to see coastal erosion in action, to letting your French class practice their language skills at a real  Parisian  market.

Hence, the aims and objectives should be the first and most important part of your school trip report. A bulleted list will suffice.

The school trip location

In your analysis of your school trip, it’s also important to explain why you chose that location.

Was it a once in a lifetime chance to experience other cultures? Or an opportunity for students to get to know their local area?

It’s also worth noting down why this place, in particular, is relevant to your specific  study topics . From museums and art galleries to sights and sounds, what is it about this  destination  that makes it the perfect spot to enhance your pupils’ classroom learning?

The school trip diary

A good school trip report should always include some diary-style entries. If it was a day trip, write up what your students did in the morning and afternoon. If you enjoyed a longer visit, you can separate out the activities from each day. 

However, rather than simply writing down the itinerary, make sure you explain how students felt, and what they learned. Adding little details like what the weather was like, and all the sights and sounds you noticed, can really help to bring your experience to life.

A top tip is to use the daily entries within  WST’s Trip HQ , therefore all your notes are securely kept in one place.

The school trip outcomes

This section is all about the educational impact of your adventure. Did your students fulfil their original objectives? What little surprises did you encounter along the way? Was there anything they learned that they didn’t expect to?

Once you’ve answered these questions, it’s time to establish the impact this experience will have in the classroom. For  modern foreign language  students, this might be improved fluency in their chosen language. For  art students , it might be inspiration for their coursework. For geographers, a case study they can use in their exams.

Whatever it is, write it down – it’s a crucial part of your school trip report.

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If you’re interested in booking your next educational trip, you can find out more here or contact us today to request a quote.

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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’

Related Articles

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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20 November 2020

Why Are School Trips Important?

Finding yourself having to justify wanting to run a school trip we're here to help (and we've got a free presentation for you to download too). .

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 trip planning guides – 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 .

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

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

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

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

Creating lasting memories.

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.

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

Happy studying!

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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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Short Essay: My Adventurous Trip

Writing about an adventurous trip not only lets you relive the experience but also allows you to share the thrills and lessons learned with others. Whether you scaled mountains, navigated foreign cities, or embarked on a wilderness safari, each moment holds a story worth telling. Here’s how to craft a compelling short essay about your adventurous trip that captures the essence of your experience.

Table of Contents

Introduction

Begin with an attention-grabbing opener that sets the tone for your adventure. This could be a vivid description of a pivotal moment, a surprising fact about your destination, or a brief anecdote that sums up the spirit of the adventure. Introduce the destination and the purpose of your trip, leading into a thesis statement that outlines what your essay will cover.

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.

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

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.

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 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.

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• The Journal
• Vol. 14, No. 1

The Educational Value of Field Trips

Jay P. Greene

Brian Kisida

Daniel H. Bowen

Jay P. Greene joined EdNext Editor-in-chief Marty West to discuss the benefits of field trips, including how seeing live theater is a more enriching experience to students, on the EdNext podcast .

Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett – “The Box” –  2002 • Oil on Linen • 82 x 100 – Photographer is Karen Mauch

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11.

The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events, and movie theaters instead of to museums and historical sites. This shift from “enrichment” to “reward” field trips is reflected in a generational change among teachers about the purposes of these outings. In a 2012‒13 survey we conducted of nearly 500 Arkansas teachers, those who had been teaching for at least 15 years were significantly more likely to believe that the primary purpose of a field trip is to provide a learning opportunity, while more junior teachers were more likely to see the primary purpose as “enjoyment.”

If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized-control trial designed to measure what students learn from school tours of an art museum.

We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.

Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.

We administered surveys to 10,912 students and 489 teachers at 123 different schools three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Some groups were surveyed as late as eight weeks after the tour, but it was not possible to collect data after longer periods because each control group was guaranteed a tour during the following semester as a reward for its cooperation. There is no indication that the results reported below faded for groups surveyed after longer periods.

We also assessed students’ critical-thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.

All results reported below are derived from regression models that control for student grade level and gender and make comparisons within each matched pair, while taking into account the fact that students in the matched pair of applicant groups are likely to be similar in ways that we are unable to observe. Standard validity tests confirmed that the survey items employed to generate the various scales used as outcomes measured the same underlying constructs.

The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.

Recalling Tour Details. Our research suggests that students actually retain a great deal of factual information from their tours. Students who received a tour of the museum were able to recall details about the paintings they had seen at very high rates. For example, 88 percent of the students who saw the Eastman Johnson painting At the Camp—Spinning Yarns and Whittling knew when surveyed weeks later that the painting depicts abolitionists making maple syrup to undermine the sugar industry, which relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s Rosie the Riveter could recall that the painting emphasizes the importance of women entering the workforce during World War II. Among students who saw Thomas Hart Benton’s Ploughing It Under , 79 percent recollected that it is a depiction of a farmer destroying his crops as part of a Depression-era price support program. And 70 percent of the students who saw Romare Bearden’s Sacrifice could remember that it is part of the Harlem Renaissance art movement. Since there was no guarantee that these facts would be raised in student-directed discussions, and because students had no particular reason for remembering these details (there was no test or grade associated with the tours), it is impressive that they could recall historical and sociological information at such high rates.

These results suggest that art could be an important tool for effectively conveying traditional academic content, but this analysis cannot prove it. The control-group performance was hardly better than chance in identifying factual information about these paintings, but they never had the opportunity to learn the material. The high rate of recall of factual information by students who toured the museum demonstrates that the tours made an impression. The students could remember important details about what they saw and discussed.

Critical Thinking. Beyond recalling the details of their tour, did a visit to an art museum have a significant effect on students? Our study demonstrates that it did. For example, students randomly assigned to receive a school tour of Crystal Bridges later displayed demonstrably stronger ability to think critically about art than the control group.

During the first semester of the study, we showed all 3rd- through 12th-grade students a painting they had not previously seen, Bo Bartlett’s The Box . We then asked students to write short essays in response to two questions: What do you think is going on in this painting? And, what do you see that makes you think that? These are standard prompts used by museum educators to spark discussion during school tours.

We stripped the essays of all identifying information and had two coders rate the compositions using a seven-item rubric for measuring critical thinking that was developed by researchers at the Isabella Stewart Gardner Museum in Boston. The measure is based on the number of instances that students engaged in the following in their essays: observing, interpreting, evaluating, associating, problem finding, comparing, and flexible thinking. Our measure of critical thinking is the sum of the counts of these seven items. In total, our research team blindly scored 3,811 essays. For 750 of those essays, two researchers scored them independently. The scores they assigned to the same essay were very similar, demonstrating that we were able to measure critical thinking about art with a high degree of inter-coder reliability.

We express the impact of a school tour of Crystal Bridges on critical-thinking skills in terms of standard-deviation effect sizes. Overall, we find that students assigned by lottery to a tour of the museum improve their ability to think critically about art by 9 percent of a standard deviation relative to the control group. The benefit for disadvantaged groups is considerably larger (see Figure 1). Rural students, who live in towns with fewer than 10,000 people, experience an increase in critical-thinking skills of nearly one-third of a standard deviation. Students from high-poverty schools (those where more than 50 percent of students receive free or reduced-price lunches) experience an 18 percent effect-size improvement in critical thinking about art, as do minority students.

A large amount of the gain in critical-thinking skills stems from an increase in the number of observations that students made in their essays. Students who went on a tour became more observant, noticing and describing more details in an image. Being observant and paying attention to detail is an important and highly useful skill that students learn when they study and discuss works of art. Additional research is required to determine if the gains in critical thinking when analyzing a work of art would transfer into improved critical thinking about other, non-art-related subjects.

Historical Empathy. Tours of art museums also affect students’ values. Visiting an art museum exposes students to a diversity of ideas, peoples, places, and time periods. That broadening experience imparts greater appreciation and understanding. We see the effects in significantly higher historical empathy and tolerance measures among students randomly assigned to a school tour of Crystal Bridges.

Historical empathy is the ability to understand and appreciate what life was like for people who lived in a different time and place. This is a central purpose of teaching history, as it provides students with a clearer perspective about their own time and place. To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people are thinking. We combined these items into a scale measuring historical empathy.

Students who went on a tour of Crystal Bridges experience a 6 percent of a standard deviation increase in historical empathy. Among rural students, the benefit is much larger, a 15 percent of a standard deviation gain. We can illustrate this benefit by focusing on one of the items in the historical empathy scale. When asked to agree or disagree with the statement, “I have a good understanding of how early Americans thought and felt,” 70 percent of the treatment-group students express agreement compared to 66 percent of the control group. Among rural participants, 69 percent of the treatment-group students agree with this statement compared to 62 percent of the control group. The fact that Crystal Bridges features art from different periods in American history may have helped produce these gains in historical empathy.

Tolerance. To measure tolerance we included four statements on the survey to which students could express their level of agreement or disagreement: 1) People who disagree with my point of view bother me; 2) Artists whose work is critical of America should not be allowed to have their work shown in art museums; 3) I appreciate hearing views different from my own; and 4) I think people can have different opinions about the same thing. We combined these items into a scale measuring the general effect of the tour on tolerance.

Overall, receiving a school tour of an art museum increases student tolerance by 7 percent of a standard deviation. As with critical thinking, the benefits are much larger for students in disadvantaged groups. Rural students who visited Crystal Bridges experience a 13 percent of a standard deviation improvement in tolerance. For students at high-poverty schools, the benefit is 9 percent of a standard deviation.

The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.

Interest in Art Museums. Perhaps the most important outcome of a school tour is whether it cultivates an interest among students in returning to cultural institutions in the future. If visiting a museum helps improve critical thinking, historical empathy, tolerance, and other outcomes not measured in this study, then those benefits would compound for students if they were more likely to frequent similar cultural institutions throughout their life. The direct effects of a single visit are necessarily modest and may not persist, but if school tours help students become regular museum visitors, they may enjoy a lifetime of enhanced critical thinking, tolerance, and historical empathy.

We measured how school tours of Crystal Bridges develop in students an interest in visiting art museums in two ways: with survey items and a behavioral measure. We included a series of items in the survey designed to gauge student interest:

• I plan to visit art museums when I am an adult.

• I would tell my friends they should visit an art museum.

• Trips to art museums are interesting.

• Trips to art museums are fun.

• Would your friend like to go to an art museum on a field trip?

• Would you like more museums in your community?

• How interested are you in visiting art museums?

• If your friends or family wanted to go to an art museum, how interested would you be in going?

Interest in visiting art museums among students who toured the museum is 8 percent of a standard deviation higher than that in the randomized control group. Among rural students, the increase is much larger: 22 percent of a standard deviation. Students at high-poverty schools score 11 percent of a standard deviation higher on the cultural consumer scale if they were randomly assigned to tour the museum. And minority students gain 10 percent of a standard deviation in their desire to be art consumers.

One of the eight items in the art consumer scale asked students to express the extent to which they agreed or disagreed with the statement, “I would tell my friends they should visit an art museum.” For all students who received a tour, 70 percent agree with this statement, compared to 66 percent in the control group. Among rural participants, 73 percent of the treatment-group students agree versus 63 percent of the control group. In high-poverty schools, 74 percent would recommend art museums to their friends compared to 68 percent of the control group. And among minority students, 72 percent of those who received a tour would tell their friends to visit an art museum, relative to 67 percent of the control group. Students, particularly those from disadvantaged backgrounds, are more likely to have positive feelings about visiting museums if they receive a school tour.

We also measured whether students are more likely to visit Crystal Bridges in the future if they received a school tour. All students who participated in the study during the first semester, including those who did not receive a tour, were provided with a coupon that gave them and their families free entry to a special exhibit at Crystal Bridges. The coupons were coded so that we could determine the applicant group to which students belonged. Students had as long as six months after receipt of the coupon to use it.

We collected all redeemed coupons and were able to calculate how many adults and youths were admitted. Though students in the treatment group received 49 percent of all coupons that were distributed, 58 percent of the people admitted to the special exhibit with those coupons came from the treatment group. In other words, the families of students who received a tour were 18 percent more likely to return to the museum than we would expect if their rate of coupon use was the same as their share of distributed coupons.

This is particularly impressive given that the treatment-group students had recently visited the museum. Their desire to visit a museum might have been satiated, while the control group might have been curious to visit Crystal Bridges for the first time. Despite having recently been to the museum, students who received a school tour came back at higher rates. Receiving a school tour cultivates a taste for visiting art museums, and perhaps for sharing the experience with others.

Disadvantaged Students

One consistent pattern in our results is that the benefits of a school tour are generally much larger for students from less-advantaged backgrounds. Students from rural areas and high-poverty schools, as well as minority students, typically show gains that are two to three times larger than those of the total sample. Disadvantaged students assigned by lottery to receive a school tour of an art museum make exceptionally large gains in critical thinking, historical empathy, tolerance, and becoming art consumers.

It appears that the less prior exposure to culturally enriching experiences students have, the larger the benefit of receiving a school tour of a museum. We have some direct measures to support this explanation. To isolate the effect of the first time visiting the museum, we truncated our sample to include only control-group students who had never visited Crystal Bridges and treatment-group students who had visited for the first time during their tour. The effect for this first visit is roughly twice as large as that for the overall sample, just as it is for disadvantaged students.

In addition, we administered a different version of our survey to students in kindergarten through 2nd grade. Very young students are less likely to have had previous exposure to culturally enriching experiences. Very young students make exceptionally large improvements in the observed outcomes, just like disadvantaged students and first-time visitors.

When we examine effects for subgroups of advantaged students, we typically find much smaller or null effects. Students from large towns and low-poverty schools experience few significant gains from their school tour of an art museum. If schools do not provide culturally enriching experiences for these students, their families are likely to have the inclination and ability to provide those experiences on their own. But the families of disadvantaged students are less likely to substitute their own efforts when schools do not offer culturally enriching experiences. Disadvantaged students need their schools to take them on enriching field trips if they are likely to have these experiences at all.

Policy Implications

School field trips to cultural institutions have notable benefits. Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future. If schools cut field trips or switch to “reward” trips that visit less-enriching destinations, then these important educational opportunities are lost. It is particularly important that schools serving disadvantaged students provide culturally enriching field trip experiences.

This first-ever, large-scale, random-assignment experiment of the effects of school tours of an art museum should help inform the thinking of school administrators, educators, policymakers, and philanthropists. Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions. School administrators should give thought to these results when deciding whether to use their resources and time for these tours. And philanthropists should weigh these results when deciding whether to build and maintain these cultural institutions with quality educational programs. We don’t just want our children to acquire work skills from their education; we also want them to develop into civilized people who appreciate the breadth of human accomplishments. The school field trip is an important tool for meeting this goal.

Jay P. Greene is professor of education reform at the University of Arkansas, where Brian Kisida is a senior research associate and Daniel H. Bowen is a doctoral student.

Additional materials, including a supplemental study and a methodological appendix , are available.

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2014 issue of Education Next . Suggested citation format:

Greene, J.P., Kisida, B., and Bowen, D.H. (2014). The Educational Value of Field Trips: Taking students to an art museum improves critical thinking skills, and more . Education Next , 14(1), 78-86.

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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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Narrative Essay on A Trip I never forget

Narrative essay generator.

Once upon a summer, I embarked on a journey that would etch itself into the canvas of my memory forever—a camping trip to the serene and untouched wilderness of the Rocky Mountains. This narrative essay recounts that unforgettable adventure, not merely as a travelogue, but as a journey of discovery, challenges, and the profound connection between nature and self.

The Anticipation and Preparation

The excitement bubbled within me weeks before our departure. The thought of disconnecting from the digital world and immersing myself in the tranquility of nature was both thrilling and a tad intimidating. Together with a group of friends, we meticulously planned our itinerary, packed our backpacks with essentials, and prepared ourselves for the unexpected. Little did I know, the trip would offer lessons in resilience, companionship, and the simple joys of life.

The Journey Begins

Our adventure commenced with a drive through winding roads, each turn revealing landscapes more breathtaking than the last. Upon reaching our base camp, nestled at the foot of towering peaks, the reality of our endeavor dawned on me. The air, crisp and fresh, filled our lungs as we set up our tents, our temporary homes against a backdrop of majestic mountains and sprawling forests.

The Challenge and Triumph

The true test of our mettle came with our decision to hike to Crystal Lake, a hidden gem rumored to mirror the sky in its clear, azure waters. The trail, marked by rugged terrain and steep ascents, tested our physical and mental endurance. With each step, the weight of our packs seemed to grow heavier, and the summit appeared ever distant. However, it was in these moments of struggle that the bond between us strengthened, as we encouraged one another, sharing laughs and words of motivation.

Reaching Crystal Lake was a moment of triumph that surpassed all expectations. The sight of the lake, tranquil and untouched, reflecting the surrounding peaks and the azure sky, was a reward that no words could justly describe. It was a testament to the beauty of the natural world, a beauty that demands respect and preservation.

Reflections by the Campfire

As night fell and we gathered around the campfire, the stars above us shone with an intensity I had never seen before. The simplicity of sharing stories, roasting marshmallows, and basking in the warmth of friendship felt like a balm to the soul. It was a moment of introspection, where the noise of the world faded away, leaving only the essence of being.

The Journey Home

The return journey was marked by a bittersweet feeling. As we packed our bags and dismantled our camp, a sense of melancholy enveloped me. The mountains, with their daunting presence and timeless beauty, had imparted a lesson of humility and wonder. The trip, though it had come to an end, left an indelible mark on my heart and mind.

In conclusion, the trip to the Rocky Mountains was an adventure I’ll never forget. It was not just a journey through the wilderness, but a journey within, challenging my limits and expanding my horizons. It taught me the value of nature’s simplicity, the strength found in camaraderie, and the unforgettable memories that come from stepping out of one’s comfort zone. For students participating in an essay writing competition, let this narrative serve as a reminder of the transformative power of storytelling and the endless inspiration that can be found in our experiences, especially those that connect us with the natural world.

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Compose a narrative essay about a student's first day at a new school

Develop a narrative essay on a memorable school field trip.

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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.
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YORKTOWN− Greg Dorchak, who graduated from Tabb High School in the eighties, decided to take a trip down memory lane recalling his time in high school for his eighth book.

“They Ain’t Gonna Get Any Deader” is described as a collection of humorous personal essays drawn from the author’s high school and college years. The book is also his second collection of essays, the first focusing on his childhood.

“When you start writing, at least when I do, ‘memoiresque’ essays you get on a path and it just kind of takes on a life of its own,” Dorchak explained. “You start writing one story and then you’re like oh yeah I remember that other thing I was over there with Allen, so then you end up focusing more because the memories start flooding in.”

“Between my junior and senior year, I worked at Busch Gardens. It was just a great summer and everything told and the feeling you have when you’re on your own and for me it was my first job, my first paid job. That was one of the best times I had,” Dorchak recalled.

Dorchak was born in Portsmouth and returned to the Tidewater Region with his mother in 1979 after his parents divorced. For the next three years, he attended Tabb High School, where he wrestled on the varsity team and was crowned Class Clown. It was in high school that he started on a path that led him into the world of humor. Heading west after graduation, he stopped in Las Vegas, where he says his college years greatly influenced the rest of his life and career.

Dorchak hopes the story will make readers laugh and feel a sense of nostalgia for the time.

“I hope folks will go into [the book] with the mindset of just seeing what things were like, now 40-something years earlier and maybe say, ‘oh man I did the same thing,’ or, ‘oh so it wasn’t just me everyone pretty much had that kind of experience.’ Or, ‘I remembered I screwed up my first date or when I messed up and got fired from a job,'” Dorchak said. “(I hope readers) will just see something of themselves in the stories that I’m telling and maybe take it a little easy on themselves for some of the stuff they did in the past.”

Plans are for a release in late 2024 with a possible soft launch at the Texas Book Festival in November. The book will be available both at brick-and-mortar retailers and online on release.

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Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.

“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”

We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.

More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

How long was Walz in the military?

Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.

Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.

But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.

Where did Walz serve, and what did he do in the National Guard?

During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.

In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.

Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.

Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.

As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”

Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.

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My Travel Tips for Seeing the World’s Best Places

By Nicholas Kristof

Opinion Columnist

’Tis the season for vacations, so let me make my pitch that the best travel is not lounging at a beach resort but rather journeying into a different world. We all need relaxation at times, but nothing beats the thrill of a trip of discovery and the education that comes with it.

Mark Twain once observed that “travel is fatal to prejudice, bigotry and narrow-mindedness.” In that spirit, I’ve long urged young Americans to take gap years before college or junior years abroad . (One high school reader of such an essay, Spencer Cohen , ended up taking a gap year partly in Japan, became an Asia hand and is now a colleague at The Times.)

Still, there are risks, less of violence (the U.S. has more guns than other countries) than of having your passport and credit cards stolen. So I preach both travel and prudence, and on a recent book tour , I found myself often asked about travel advice I had mentioned in my memoir. So let me share a few tips for the vacation season:

1. The most memorable travel often involves encountering something unfamiliar, so consider escaping the herds parading through Paris. Indonesia, Ghana, India, Nepal, Vietnam, Morocco and Bolivia are generally safe, far cheaper than Europe and offer indelible experiences. I’ll never forget venturing deep into the Potosí silver mines in Bolivia, exploring a grim slave castle in Ghana that dispatched prisoners to slavery in America, learning how to use a blowgun while staying with families in their longhouse in Indonesia’s Borneo rainforest. The world awaits us!

2. Some of the places that you find most culturally distant may be right here in the United States. A teenager from an affluent family in the New York or Boston areas would step into a different world by taking a ranch job in Wyoming. And this is the kind of travel that is not only affordable but actually pays for the experience.

3. Be spontaneous. As a law student in 1982, I spent five weeks backpacking through the Middle East and met a couple of Palestinian students on a West Bank bus; I jumped off at their stop and spent a memorable day with them in their refugee camp hearing about their frustrations and dreams (I wrote about reuniting with them last fall). And while on a bus in the Sahara, I accepted an Algerian man’s invitation to visit his village — which turned out to be a warren of underground burrows to protect families from the extreme heat, the most unusual residential architecture I’ve ever seen. In each case, I was with a couple of friends, which made it seem safer to put myself in the company of people I’d just met, and obviously one should be as judicious as one is spontaneous.

4. One occasionally hears that adventurous travel is just for men, but some of the most accomplished foreign correspondents and overseas photographers are women, as are a majority of Peace Corps volunteers. As a man, I don’t face the same risks that women face, but I have seen female travelers — disproportionately from Australia and New Zealand — thriving as they backpack through the most remote places. Some have suggested the purchase of a cheap wedding ring; a $20 band and a fabricated husband can help keep pests away.

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