- Introduce yourself and review the rules with the children:
• To make the point about civic responsibility, after introducing yourself, ask the students if they know what a volunteer does. They usually know but reinforce the fact that volunteers work for free because they think what they do is important and they love what they do. Ask the parent helper if they are a volunteer and then ask the kids if they ever volunteer. They are excited to tell you what they volunteer to do. Tell them that volunteering is a way of giving back to the city we love and being a good citizen. - Other important expectations to cover:
• Who is the leader and who goes first.
• Remind them to use “downtown” manners (watch where you’re going, walk on one side of the sidewalk, don’t go near the street. Also, no climbing on things, yelling, running, jumping, etc.)
• Ask them to stay close to you as you walk and gather in close when you stop so that they can hear you. The faster everyone walks, the more of the city they see. Running will not be necessary.
• Speak directly to the adult helper. Remind them to turn off their cell phone. Explain to them that they are responsible for keeping the group together, insuring that the children are paying attention and that no one is left behind. - To create a feeling of excitement at the beginning of the tour, it is fun to mention the five senses leaving sight to the end. For instance, on the Becoming a City tour, when all eyes are downcast upon the red brick of the Transit Mall, ask if anyone knows what Dorothy and her friends set out to do in the movie, “the Wizard of Oz”. At the mention of the “yellow brick road”, announce that we are off on an adventure too and we have to venture into places paved by the red brick road- and away we go! Life in the City can use the example of the Lewis and Clark Expedition.
- Before entering a building, review behaviors that are appropriate in that building and remind them that we get special permission to enter and we don’t want to lose that privilege for future tours. Go over downtown etiquette, including crossing streets (wait for the ‘Walk’ sign and always stay with the guide), entering elevators (wait for people to get off, no button pushing), climbing stairs (stay on right side and no stomping), riding an escalator (walk slowly and hold onto railing), using revolving doors (one at a time). Ask them to keep their hands (and noses) off windows or glass.
- If a child is drifting, look and speak directly to him/her using their name. Also try giving a little less information and moving more quickly to the next stop.
- Be dramatic and speak slowly and carefully so that they may absorb what you have to say.
- “Today I’d like you to discover two new things and we will talk about them when the tour is almost over. “I will ask you to tell me something that you didn’t know before.”
- Be positive and energetic! “I have so much to show you!”
- Carry a copper penny on your tours so you can show it to the children when talking about how Portland was named with the flip of a coin. (That coin was an 1835 penny and is on display in the Oregon Historical Society.)
- Discuss the purpose of the sidewalk elevator (you can see one in front of the Heathman Hotel) and talk about how deliveries are made under the street to the buildings. Ask the children why the hinges are made of copper. The answer is so they wouldn’t rust
- If an Early City guide has students stand in a line with their backs against the side of the Hallock-McMillan Building, he/she may want to point out that with backs against the oldest building in Portland, they can look across to some of the newer buildings in Portland. It is a good time to discuss growth and changes.
- Isolated historical dates are difficult for young children to comprehend. Give them a frame of reference, such as, “This building was built in 1894, over 100 years ago.” or “It was probably built before your grandmother’s grandmother was born.”
- Ask the children if they can think of at least three things about Portland that begin with the letter “R”…rain, river, roses and recycling.
- Give each child a recipe card with a difficult vocabulary word that will be used on the tour. Ask each child to try and pronounce it and then hang on to it as we tour. Tell the children we will discover their word as we tour.
- To check the direction of stream flow in the Willamette, toss a stick from the harbor wall. It is a more reliable indicator then the surface ripples that winds produce
- If a child complains about being hungry, tell them you’re feeding their brain. (You’ll get a laugh and then carry on.) If there are complaints of being tired, tell them about other things you want to show them or point to where you want to take them.
- “Law of Teaching” – You will likely have one disruptive child. Be prepared for that. Don’t let it take you by surprise. If you have a disruptive child and none of your usual student management strategies and the suggestions above are working, call the teacher on his/her cell phone and ask for help. If this is not possible, you may have to end the tour and wait at the pre-determined ending place.
Policy and Procedure, June 2022