A: Yes, staff are genuinely interested in what students think. We communicate that by offering student choice in projects, activities, and discussions. Students submit a ‘question of the day’ pertaining to the zoo that is then the basis for a discussion with zookeepers and zoo education staff. The large project students complete by the end of the summer, which includes a written informational essay and shadow box craft, is based on an animal of the student’s choosing. When free-time arises, students are able to select which area of the zoo they want to visit. Holding students to a high level of responsibility and self-autonomy lets students know that their opinions are valued.

A: When students become upset or struggle with something, it is important to staff to let the student explain their frustrations at their own pace. In this situation, a staff member would typically take the student on a walk to see an animal exhibit, allowing the student to decompress and relax. From here, they would open a discussion about how the student was feeling and what they could do to address the situation. We always try to follow-up with students afterwards to ensure they were satisfied with the outcome.

A: Outside of the required professional development seminars for the Summer Learning Project and the courses teachers take during the school year, we offer a teacher orientation at the zoo before the program begins. During orientation, we review zoo policies, curriculum objectives, and the areas assessed by the SAYO, then determine how we can meet the desired requirements while ensuring students feel supported. It’s important to our program that students are frequently rewarded for achievements and good behavior. Last year we implemented a “prize box” with small toys that students could select from as rewards. We also host an end-of-the-summer ceremony to display the students’ projects. Parents and zoo staff are invited to help the students celebrate their accomplishments and show-off what they have learned.

A: Overall students have great respect for the staff. It is important to review program guidelines with parents before the program and students at the beginning of the program. That way, both parents and students understand what is expected. Once guidelines are established, the staff can assert themselves as authority figures that require respect. Establishing consequences for breaking guidelines, as well as following through on consequences, helps maintain students’ respect. Most importantly, when students know that staff value and respect them, the students value and respect staff in return.