My Teaching Philosophy

As a shy child, I often felt uncomfortable sharing my thoughts, ideas, or questions with my teachers and peers because that space was rarely provided in the classroom. On top of not not feeling encouraged or inspired to speak in the classroom, I hardly grasped the information being taught. I did not feel like my teachers wanted me to learn, so I also lacked responsibility for my own education. Over time, I realized that I learned differently from most of my peers. I preferred one-on-one with my teacher rather than lectures because it opened up a space for dialogue - not just about school, but about life. My time as an educator in the Environmental Leadership Program gave me the opportunity to provide students with the support I rarely experienced in classrooms. The key to encouraging a student’s active and engaged participation in the classroom (and everywhere) is to create a fun, student-centered environment that inspires open dialogue between peers and teachers. This should provide students with the confidence to find and use their voice, have that voice appreciated in the classroom and elsewhere, and guide them in taking responsibility for their own education.

Through this program, I learned and embraced my leadership style. At the beginning of our field trip at Mount Pisgah Arboretum, we circled up and every student said their name and one of their favorite things in nature. I respond to each student, providing positive reinforcement and opening up that space for their voice to be heard and appreciated. During the field trips, I found myself giving time to the students who fell behind or needed an extra push to enjoy their experience. For instance, I spent time with a quiet student who shied away from big groups and loud noises. When he needed a break from the group, we explored together, and seeing his face light up when discovering spittle bug nests and cat's ear lilies helped me realize that I can help support people who like to learn in one-on-one settings like myself. I occasionally veered from teaching and asked him what his favorite animal was or his favorite subject in school to create a more open dialogue between us.

Along with providing one-on-one time, I embraced the Child Passions and the Art of Questioning on these field trips, both outlined in our text book, Coyote's Guide to Connecting with Nature. I was having fun, exploring and asking questions about the world along with the students, using my hand lens to watch a crawling spider, eagarly creeping closer to a family of black-tailed deer, and not trying to restrain my excitement as I pushed back some grass to encounter a baby banana slug. If you want to teach and inspire children about nature, you have to feel that inspiration and curiosity yourself.

Getting students out of the classroom and to Mount Pisgah is more than just making sure they have a good time learning. Our activities are designed to provide every student the opportunity to feel accomplished and excited about the natural world and to explore it further. They are about increasing their connectivity and knowledge of their local environment, and ultimately sparking their intrinsic curiosity and everlasting wonder of the natural world. Every student has the freedom to chose their path and take responsibility for their education, but support is necessary: teachers, parents, and peers must be willing to provide room for open dialogue and have fun along with the students.