by Vuyolwethu Hlabano-Moyo
The author makes a presentation to a grade-school class.
My first experience with interpretation was at the YMCA Camp Cosby in Alpine, Alabama, in the fall of 2005. This was also my first visit to the United States. I had just completed my studies in environmental science back in my native country of Zimbabwe, and I joined the YMCA Camp Cosby outdoor environmental program as a naturalist instructor. This facility offers residential outdoor environmental education programs designed for K – 12 students. The camp serves schools from the state of Alabama and beyond to neighboring states Tennessee and Georgia. The outdoor environmental education programs are designed in such a way that schools spend three days and two nights at camp. Curriculum revolves around forest ecology, water ecology, animal ecology, and geology. An optional history program of the Underground Railroad is also available. In addition, there is another program called Pioneers Days based on the way of living during the pioneer times.
As a recent graduate I considered myself to be “well equipped” with all the information necessary to be a good naturalist instructor. For sure, I was equipped with the information, but I soon found out that doesn’t necessarily make a good instructor. After the school trips, the sponsors and teachers were required to write an evaluation of their experience at camp. Each evaluation targeted three key areas of the program—the curriculum, the facilities, and the instructor. The section of the evaluation that I was instinctively driven to look at and read through was the comments on me as an instructor. This is where I would spend a decent amount of time reading and reflecting on the feedback comments. It was a time for me to put myself in the shoes of my audience and see myself as an instructor, but from their point of view. Of course, it was not always encouraging to read some of the comments. Since I was new in the program and my interpretation skills were weak, initial feedback from the evaluations were testimonies to that. Most feedback comments stated that I was not as great with my program delivery. While some of the evaluations about my presentations were quite negative and discouraging, I was determined to continue working on improving my instructional skills.
Now that I am familiar with some articles by Freeman Tilden, I have come to value his principles of effective interpretation. His second principle states, “Information, as such, is not Interpretation…. However, all interpretation includes information.” Of course, improvements on my delivery did not happen as quickly as I would have liked. I learned on-the-job to adjust and improve my interpretation skills. I made changes to make my interpretive presentations relevant for the fifth-grade schools that the camp serves. I became more creative by incorporating applicable activities in my presentations to explain scientific concepts and make them understandable for the fifth- grade students. I also made adjustments to establish a connection with my audience, students, teachers, and sponsors, interacting with them to make myself approachable and accessible to ask questions. In my case these adjustments paid off. During the following year, in the spring of 2006, I had remarkable and positive feedback from the teachers and sponsors. By working on my interpretive skills, through positive action in addressing my evaluation feedback, I became a better naturalist instructor. At the end of the spring season of 2006, I was awarded the prestigious Bill Watts Outstanding Naturalist of the Year award.
Open your mind and consider evaluation feedback as a mirror image of your skill as an interpreter.
In essence, what I have learned is that evaluations are an imperative for any interpreter poised for growth and improvement. As I worked at this facility through the following seasons, I became a sure-footed instructor. This was mostly attributed to using the evaluations as a roadmap to improve my performance in interpretation as a naturalist instructor. Evaluations of your interpretive presentations are of no use if you do not take action to consider the contents of the evaluation reports. From my personal experience in YMCA Camp Cosby’s environmental education program, I believe taking positive action on evaluations has to be intentional. The efforts taken to consider evaluations of your presentations have to be deliberate and be a priority in your interpretation career. Below are four points that I feel benefit the interpreter, if evaluation reports from your audience are taken seriously.
Evaluations improve the content of your interpretive presentation. Sometimes we wonder why our interpretive presentations remain static and become boring to the interpreter and eventually to the audience. Improvement can be attained by using your resources more effectively. It could entail diversifying the activities in your interpretive presentation, leading to improved quality and reduced monotony of your presentation. The audiences that you serve are the key stakeholders that want to see the program grow. They are an integral part of your interpretive program. Their thoughts and ideas about your interpretive program can only be tapped through evaluations, after they have gone through your program. This is a free pool of brilliant ideas for improving your interpretive presentation that lies unused, if you do not consider the contents of their evaluation feedback.
Evaluations enhance the interpreter’s performance and offer new challenges for continued growth. Through my experience as an environmental education instructor, I managed to grow from the constructive criticism feedback that I received from the audience that was part of the interpretive programs I presented. As an interpreter, an evaluation is more of an independent view of your performance. Of course the views may be biased and sometimes depressing to ponder. I am sure some of you reading this article recall the time you thought you had given all the best during an interpretive program, only to realize from the evaluation feedback that your presentation was substandard. Yes, for sure, that will come up, but the best approach is to objectively examine the evaluations to build on your strengths and work on your weaknesses.
Evaluations set high standards for the programs you are working with. A great interpretive site is known for its outstanding programs and its highly motivated interpreters. Your audience is your marketing tool for future customers. Use evaluations to act on improving your standards of your interpretive skill and that will also raise the standards for the interpretive program. It would be a great idea to recommend to your administrator to design in-house training programs geared towards improving skills and competence of the staff of interpreters. This will give you the competitive edge that sets your program apart from the rest.
Evaluations are a yardstick to maintain consistency in your career as an interpreter. Even if you are new in the field of interpretation, there will be a time when your program delivery skills will be polished. Of course, the question is, “What next?” A review of evaluations from interpretive programs that you present will be a good way of checking on your performance as an interpreter. At the end of each of your interpretive programs, you will always have a point of reference through evaluations, to maintain positive consistency. Ever wonder what would happen to your interpretive skills if you did not receive feedback and build on it? Your interpretive skill would go into a condition I would define as interpretive necrosis, the gradual “death” of your skill.
Currently, I am an outdoor education graduate student at Southern Adventist University in Chattanooga, Tennessee. Having been motivated by the positive outcome of reviewing evaluations in my interpretation career, I suggested and introduced an evaluation tool for staff working in our department’s outdoor adventure programs and environmental education programs that are offered to students on campus, area schools, and the general public. At the departmental level, we have been using these evaluations to improve our programs to better meet the needs of our audiences. In my career as an interpreter, I am always thrilled to be part of the environmental education interpretive programs that add sense and meaning to what students learn in the classroom.
For More Information
Tilden F. (1957) Interpreting Our Heritage. Chapel Hill, NC. University of North Carolina Press.
Graham J. (1997). Outdoor Leadership: Technique, Common Sense, and Self-Confidence. Seattle, WA. The Mountaineers.
Vuyolwethu Hlabano-Moyo is a graduate assistant in the Outdoor Leadership Program at Southern Adventist University in Chattanooga, Tennessee. He is a naturalist and has worked in the field of environmental education for more than three years. He is a Certified Interpretive Guide and an NAI member. He can be reached at vuyohm2005@yahoo.co.uk.
by Kris Whipple
The Power of Constructive Criticism: A Message To The New Interpreter In The 21st Century
by Vuyolwethu Hlabano-Moyo
The author makes a presentation to a grade-school class.
My first experience with interpretation was at the YMCA Camp Cosby in Alpine, Alabama, in the fall of 2005. This was also my first visit to the United States. I had just completed my studies in environmental science back in my native country of Zimbabwe, and I joined the YMCA Camp Cosby outdoor environmental program as a naturalist instructor. This facility offers residential outdoor environmental education programs designed for K – 12 students. The camp serves schools from the state of Alabama and beyond to neighboring states Tennessee and Georgia. The outdoor environmental education programs are designed in such a way that schools spend three days and two nights at camp. Curriculum revolves around forest ecology, water ecology, animal ecology, and geology. An optional history program of the Underground Railroad is also available. In addition, there is another program called Pioneers Days based on the way of living during the pioneer times.
As a recent graduate I considered myself to be “well equipped” with all the information necessary to be a good naturalist instructor. For sure, I was equipped with the information, but I soon found out that doesn’t necessarily make a good instructor. After the school trips, the sponsors and teachers were required to write an evaluation of their experience at camp. Each evaluation targeted three key areas of the program—the curriculum, the facilities, and the instructor. The section of the evaluation that I was instinctively driven to look at and read through was the comments on me as an instructor. This is where I would spend a decent amount of time reading and reflecting on the feedback comments. It was a time for me to put myself in the shoes of my audience and see myself as an instructor, but from their point of view. Of course, it was not always encouraging to read some of the comments. Since I was new in the program and my interpretation skills were weak, initial feedback from the evaluations were testimonies to that. Most feedback comments stated that I was not as great with my program delivery. While some of the evaluations about my presentations were quite negative and discouraging, I was determined to continue working on improving my instructional skills.
Now that I am familiar with some articles by Freeman Tilden, I have come to value his principles of effective interpretation. His second principle states, “Information, as such, is not Interpretation…. However, all interpretation includes information.” Of course, improvements on my delivery did not happen as quickly as I would have liked. I learned on-the-job to adjust and improve my interpretation skills. I made changes to make my interpretive presentations relevant for the fifth-grade schools that the camp serves. I became more creative by incorporating applicable activities in my presentations to explain scientific concepts and make them understandable for the fifth- grade students. I also made adjustments to establish a connection with my audience, students, teachers, and sponsors, interacting with them to make myself approachable and accessible to ask questions. In my case these adjustments paid off. During the following year, in the spring of 2006, I had remarkable and positive feedback from the teachers and sponsors. By working on my interpretive skills, through positive action in addressing my evaluation feedback, I became a better naturalist instructor. At the end of the spring season of 2006, I was awarded the prestigious Bill Watts Outstanding Naturalist of the Year award.
Open your mind and consider evaluation feedback as a mirror image of your skill as an interpreter.
In essence, what I have learned is that evaluations are an imperative for any interpreter poised for growth and improvement. As I worked at this facility through the following seasons, I became a sure-footed instructor. This was mostly attributed to using the evaluations as a roadmap to improve my performance in interpretation as a naturalist instructor. Evaluations of your interpretive presentations are of no use if you do not take action to consider the contents of the evaluation reports. From my personal experience in YMCA Camp Cosby’s environmental education program, I believe taking positive action on evaluations has to be intentional. The efforts taken to consider evaluations of your presentations have to be deliberate and be a priority in your interpretation career. Below are four points that I feel benefit the interpreter, if evaluation reports from your audience are taken seriously.
Evaluations improve the content of your interpretive presentation. Sometimes we wonder why our interpretive presentations remain static and become boring to the interpreter and eventually to the audience. Improvement can be attained by using your resources more effectively. It could entail diversifying the activities in your interpretive presentation, leading to improved quality and reduced monotony of your presentation. The audiences that you serve are the key stakeholders that want to see the program grow. They are an integral part of your interpretive program. Their thoughts and ideas about your interpretive program can only be tapped through evaluations, after they have gone through your program. This is a free pool of brilliant ideas for improving your interpretive presentation that lies unused, if you do not consider the contents of their evaluation feedback.
Evaluations enhance the interpreter’s performance and offer new challenges for continued growth. Through my experience as an environmental education instructor, I managed to grow from the constructive criticism feedback that I received from the audience that was part of the interpretive programs I presented. As an interpreter, an evaluation is more of an independent view of your performance. Of course the views may be biased and sometimes depressing to ponder. I am sure some of you reading this article recall the time you thought you had given all the best during an interpretive program, only to realize from the evaluation feedback that your presentation was substandard. Yes, for sure, that will come up, but the best approach is to objectively examine the evaluations to build on your strengths and work on your weaknesses.
Evaluations set high standards for the programs you are working with. A great interpretive site is known for its outstanding programs and its highly motivated interpreters. Your audience is your marketing tool for future customers. Use evaluations to act on improving your standards of your interpretive skill and that will also raise the standards for the interpretive program. It would be a great idea to recommend to your administrator to design in-house training programs geared towards improving skills and competence of the staff of interpreters. This will give you the competitive edge that sets your program apart from the rest.
Evaluations are a yardstick to maintain consistency in your career as an interpreter. Even if you are new in the field of interpretation, there will be a time when your program delivery skills will be polished. Of course, the question is, “What next?” A review of evaluations from interpretive programs that you present will be a good way of checking on your performance as an interpreter. At the end of each of your interpretive programs, you will always have a point of reference through evaluations, to maintain positive consistency. Ever wonder what would happen to your interpretive skills if you did not receive feedback and build on it? Your interpretive skill would go into a condition I would define as interpretive necrosis, the gradual “death” of your skill.
Currently, I am an outdoor education graduate student at Southern Adventist University in Chattanooga, Tennessee. Having been motivated by the positive outcome of reviewing evaluations in my interpretation career, I suggested and introduced an evaluation tool for staff working in our department’s outdoor adventure programs and environmental education programs that are offered to students on campus, area schools, and the general public. At the departmental level, we have been using these evaluations to improve our programs to better meet the needs of our audiences. In my career as an interpreter, I am always thrilled to be part of the environmental education interpretive programs that add sense and meaning to what students learn in the classroom.
For More Information
Tilden F. (1957) Interpreting Our Heritage. Chapel Hill, NC. University of North Carolina Press.
Graham J. (1997). Outdoor Leadership: Technique, Common Sense, and Self-Confidence. Seattle, WA. The Mountaineers.
Vuyolwethu Hlabano-Moyo is a graduate assistant in the Outdoor Leadership Program at Southern Adventist University in Chattanooga, Tennessee. He is a naturalist and has worked in the field of environmental education for more than three years. He is a Certified Interpretive Guide and an NAI member. He can be reached at vuyohm2005@yahoo.co.uk.