My philosophy of teaching evolved from many years of experience as a student participant in environmental education programs, as well as experience as an environmental educator leading these programs. As I reflect on my beliefs regarding teaching and learning, I find that my mission as an environmental educator is:
to provide a healthy and safe learning environment;
to instill a deep appreciation for nature and spark enthusiasm for being outside;
and to promote positive long-term environmental changes by strengthening ties between communities and their local environments.
In order to provide a healthy and safe learning environment I apply a diverse variety of techniques that are based on essential educational principles, placing diversity and inclusivity at the foundation of the curriculum. In this progressive learning environment students can begin to engage in a type of learning process called engaged pedagogy. Engaged pedagogy is a teaching/learning method that focuses on individuals and their specific interests rather than addressing all students with the same formulated lesson plans and learning objectives. In other words, practicing engaged pedagogy means taking the time to understand what drives each student's inner curiosity, whether it be finding reptiles and bugs or listening quietly for the sounds of nature. Another method that is specific to environmental education that I implement in my curriculum is something we call the natural learning cycle. The natural learning cycle breaks down students progression of outdoor knowledge by complimenting each stage of learning with an intuitive steps that come instinctually in the outdoors (recognition of hazards, awareness of surroundings, comfort in the outdoors). By incorporating these well-practiced, holistic environmental education techniques into my teaching, I enable students with diverse interests and curiosities to pursue the learning path that best fits them.
The ability to appreciate the natural environment is important not just for personal reasons but it is also a key element in uniting global citizens against the environmental challenges that our planet faces. As I gain more experience teaching and learning about environmental education, one thing has become clear; One’s appreciation for the natural environment is often a reflection of the amount of time spent, or experiences had, as a child in nature. In other words, those who have spent more time in nature when they were young often have more memorable outdoor experiences, and ultimately have a deeper appreciation for the natural environment than someone who has spent less time outside.
Once a strong sense of appreciation for the natural environment has been instilled in a community, larger-scale environmental projects/movements can begin to take motion. The ultimate goal of my teaching is to inspire students to become active, engaged citizens who share knowledge and education methods with the people surrounding them.
Reflection on Teaching Experiences
When I first joined the Restoring Connections team I was somewhat of an amateur when it came to managing and teaching classes of elementary students; I was nervous in the field, had little to no experience with kids, and had yet to learn of any techniques I could keep in my environmental education tool box. After leading field trips for 225 kinder, first, and second grade students I now feel confident leading groups of 10+ students at a time in the field and am capable of managing a full classroom of 30+ elementary students. One of the quickest and most beneficial lessons I learned through working with the ELP is how to be adaptable in my teaching. Whether it be rain, heat, mud, wind, or bugs there will always be unexpected challenges while educating, and it is crucial to be adaptable/have a backup plan. Fortunately, I learned that being adaptable in the field can often be as simple as finding a nearby bug or taking a different trail. Something that intimidated me greatly at the beginning of the term, storytelling, is now something I feel confident about and actually find myself partaking in regularly outside of my formal teaching environment. This is just one of the many examples that reflect my growth as an educator throughout the year.
I was extremely impressed with some of the students prior knowledge and retention of information during our field and pre-trips. There is no better feeling than teaching a first grade class about Oregon white oak catkins (oak flowers) in the classroom, seeing the students retain the information and voluntarily draw catkins on their own, then watching the students be able to identify and apply their newly formed knowledge in the field. Getting to see the different ways that kids engage and learn with nature, and the different impacts that nature can have on children was enlightening. I couldn't have truly understood engaged pedagogy without witnessing this first hand.
My time spent on the Restoring Connections team has opened my mind to the joys of being an environmental educator. Without this opportunity I would not have pushed myself to confront my fears regarding teaching and public speaking, and I would not have realized that I possessed a desire to be an environmental educator. Because of this I am eternally grateful for this opportunity, the Restoring Connections team, and all those who make environmental education possible.
Reflection on Teaching Evaluations
While teaching, it is often easy to get so caught up in the lesson that there is little room left in your head for reflections and feedback. That is why it is critical to have peers that can evaluate your lessons, activities and performance. Our team weekly debrief/feedback sessions were crucial in the revisions and adaptations we made on a weekly basis. Often these changes/revisions involved timing and weather.
Our community partners (Mount Pisgah Arboretum and Adams Elementary School) were able to provide a different type/perspective of feedback than the members of our team were able to. Our partners at MPA were able to give us feedback on our impact at the park as well as performance in comparison with prior years/trips, they also possess extensive knowledge of the immediate local natural history which they were able to pass on to us.