Organization

    After being selected, the Adult chosen to lead the Visiting Team should meet with past Adults and ISSE Committee members. A full explanation of duties and responsibilities should be given. Also, the adult should study carefully ISSE Guidelines and this manual, Do's and Don'ts.
    It is important that the adult establish from the beginning that he/she is the leader of the delegation and gain the respect and confidence of the children and their parents. The Adult will need to brief his Team's parents about: luggage, clothing, travel plans, passports and visas, health forms (see ISSE forms #8 and 9), etc...
    lt is adequate if you have set up a calling list so that all parents are notified. This call should be made by the Adult because he/she will mention informative news that a child might forget to mention. Also, the Adult should write at least one e-mail during the Visit to each delegate's family or school. One week before returning home, the Adult should confirm the return flight tickets.

The Adult should constantly bear in mind the basic ISSE purpose of the Visit: to spend time with the children in each Host school classroom, and to have as much friendly direct contact as possible between the Visitors and the Host children in that class. This means careful planning, deciding on songs, dances, games, skits, etc., then learning them. Pantomime skits are an excellent idea, particularly as a way to get beyond language barriers. Some Visiting Teams, before they leave home, go to each grade in their own school to discuss the trip and to ask what "project" the children in that class would like the Visitors to do for them while at the partner school. They also ask what songs, games, etc., the children like best, so they can teach them to the same-age class in the partner school. Upon returning home, they report back to each class about its particular project, and what the class was like. For example, a first grade might want to know what pets and other animals are common in the other country, and a fourth grade might give pen pal letters to be distributed to children their age.
The Adult has an unique opportunity to learn and share ideas with teachers at the partner school, and then with fellow teachers at the home school. It is worthwhile keeping a journal and being ready for these opportunities.

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	VI - THE ADULT DELEGATE After being selected, the Adult chosen to lead the Visiting Team should meet with past Adults and ISSE Committee members. A full explanation of duties and responsibilities should be given. Also, the adult should study carefully ISSE Guidelines and this manual, Do's and Don'ts. It is important that the adult establish from the beginning that he/she is the leader of the delegation and gain the respect and confidence of the children and their parents. The Adult will need to brief his Team's parents about: luggage, clothing, travel plans, passports and visas, health forms (see ISSE forms #8 and 9), etc... lt is adequate if you have set up a calling list so that all parents are notified. This call should be made by the Adult because he/she will mention informative news that a child might forget to mention. Also, the Adult should write at least one e-mail during the Visit to each delegate's family or school. One week before returning home, the Adult should confirm the return flight tickets. The Adult should constantly bear in mind the basic ISSE purpose of the Visit: to spend time with the children in each Host school classroom, and to have as much friendly direct contact as possible between the Visitors and the Host children in that class. This means careful planning, deciding on songs, dances, games, skits, etc., then learning them. Pantomime skits are an excellent idea, particularly as a way to get beyond language barriers. Some Visiting Teams, before they leave home, go to each grade in their own school to discuss the trip and to ask what "project" the children in that class would like the Visitors to do for them while at the partner school. They also ask what songs, games, etc., the children like best, so they can teach them to the same-age class in the partner school. Upon returning home, they report back to each class about its particular project, and what the class was like. For example, a first grade might want to know what pets and other animals are common in the other country, and a fourth grade might give pen pal letters to be distributed to children their age. The Adult has an unique opportunity to learn and share ideas with teachers at the partner school, and then with fellow teachers at the home school. It is worthwhile keeping a journal and being ready for these opportunities. >> Next Page

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