To avoid such disasters, clear lines of communication and responsibilities are vitally important. However, this is not about demarcations of responsibilities and how to effectively communicate in a team environment. This is about the value of understanding when not to be involved.

My involvement in the camp started on day two. We were running a canoe session for the students to introduce them to some basic canoeing skills before taking them on the expedition the next day. Given the age of the students and their experience, this was very much a day where we were actively teaching and running the activity to ensure skills were being effectively learnt and that the group was being safely managed. In sessions like this, there's a lot of proactive engagement and interaction with the group throughout.

At the end of the training session, the teachers walked the students back up to the campsite, whilst my colleagues and I packed the canoe trailer ready for the next day. For me, this was an important distinction in what we were doing and what we were trying to achieve from an educational point of view. The year 6 teachers who were on the camp were there to develop better relationships with their students and we were there to facilitate a safe, yet appropriately challenging environment in which this could occur.

The next morning, the other outdoor ed teachers and I drove the canoes down to the boat ramp from where we were starting out. Usually, if I were running a high school program, the students would be there doing most of the work themselves. However, this was a different situation and therefore required a different approach. By the time we’d unloaded all the canoes and had everything set up ready to go, the students and the teachers arrived. The other instructor and I organised everyone as quickly as possible with their PFDs and paddles ready to get on the water.

It wasn't long before we had the students working in teams to carry the canoes to the water's edge, at which point I helped them onto the water. As the other instructor took the front of the group and I took the back, we proceeded to paddle our way up river for the next few hours. Covering 8 km in total and having just learnt all the basic canoeing skills the day before, this was a big day for the year 6 students and we spent a lot of the time actively instructing students, helping them to correct and improve their techniques, as well as carefully managing the group.

We eventually made it into camp by mid-afternoon at which point we ran a demonstration as to how to set up a tent and allow the students to work in small teams to replicate what they’d been shown. It was at this point that the other outdoor ed teacher and I transitioned from a very active role into a passive role. The year 6 teachers took over the afternoon's activities, which included gathering firewood and a couple of different games. Meanwhile, we faded into the background to cook dinner.

I do enjoy cooking and it was a BBQ, so it was quite easy to get everything prepared and cooked for the group of around 40 people. It was dark by the time we finished and the students were keen to light the fire. Remaining removed from the situation, we cleaned up from dinner, made a cup of tea and sat back watching the group now sitting around a blazing fire.

With most groups with which I work, I would’ve been over at the fire running a debrief, or an evening session of some sort. However, that wasn't the point of this whole exercise. Even though we all work for the same school, there was a distinct difference in what the group needed from the staff who were there. The year 6 students needed to hear stories and share stories around the fire with their teachers, whom they were now getting to know in a completely different context. It was for that reason, we sat back and didn't directly involve ourselves until much later in the evening.

As outdoor educators, this is a really important thing to understand. What are the educational and emotional needs of the group and how are they best served? It can often be the case that we feel we need to be involved in absolutely everything that happens on a campout or activity. Yet this couldn't be further from the truth. The benefit that the other staff and students received from us taking a back seat at this point of the day was huge. The temptation is often to lead the discussion or allow the focus of the evening to fall upon you as an instructor. After all, you've just safely lead them up a river. Why not spend the next hour regaling them with stories of everything else you've ever done!

To do this would be totally counter-productive, because the relationship that needs to be built at this point is not between yourself and the group that you've just actively managed up the river. The relationship that needs to be built is between the class teachers and their students. At the end of the day, the memory of your instructing them in canoeing will fade into a distant memory. However, the memory of their classroom teacher telling stories, cooking marshmallows and laughing around the fire will last a lifetime.

It's important to understand the context in which you’re running, facilitating and leading any sort of activity. This can help you to understand the needs of the group and adapt your approach and involvement with the group accordingly. As the main part of the evening's activity came to an end, this then provided the opportunity for us to re-join the group and chat with the staff as the students started to make their way to bed.

As teachers, we want to make the most of any opportunity to help and teach others. However, this can lead to the temptation of becoming too involved with a group when there is no need to be. The next time you find yourself in a situation where you're running a session as the expert in that particular activity, when the activity is over, sit back, observe the dynamics of the group and assess whether you really need to be directly involved for the rest of the day, or is it time to sit back, make yourself a cup of coffee and let others take the lead.