Teaching is a two-way process. The students inform as much as the instructor. Every course, class, group or nature walk is a collection of experiences, minds and hearts and every individual brings their own gift into the space. The goal of my teaching is to discover that gift and help to bring it out for all to benefit. It is more important to me to nurture the growth and opening of the individual than to force content into unripe minds. When the heart and mind are ready, the learning can begin. It is important that content be solid, informed, timely, and useful. For information to be solid it needs to be grounded and firm, truthful and concise. I strive to be current on any materials in order to weave anecdotes throughout the instruction. Recently I was on an outing with aspiring outdoor leaders and the instructor heard a bird nearby, trilling tirelessly. She noted it and looked around as if to question “do you all hear that?” I knew who it was but led the class with some questions to try to find out who might also provide the bird's name. We came to wren, and I shared something I recently learned about the relatively recent species split between two regional wrens. In my experience, this style of sharing stories helps students retain what they learn. Timely information is appropriate to the times in which it is shared. I was teaching a class of backpackers in the art of nature-connection shortly after Trump's election. In response to the wave of bigoted policies I incorporated discussions around the issue of privilege and access to the backcountry. Quality instruction must revolve around practical content. Students are more likely to connect to the material if they can utilize it in their lives.
I have been focusing on developing both 400-level college curriculum that students will find interesting while still retaining the theme of the course as well as 2nd grade place-based curriculum for the Environmental Leadership Program (see Environmental Leadership tab above). This process has greatly informed how I want to teach and what I want to impart to students. My hope in the education of peoples of all ages is to give the gift of empathy for the natural world while connecting people to the landscape around them. Our planet is in the process of many changes and education about it and its processes is imperative to a future where all species can live in harmony. In the classroom, it is paramount that my students feel they are in a safe space. When they know they are safe students are more present, able to be themselves, learn more and give more. One way I create this space is to remind them the space is safe while displaying transparency in myself and my actions. When humans see and feel vulnerability in another they access it more readily. I am also quick to spot student “othering” and pause arguments after someone has shared something sensitive that another person finds triggering or disagrees with. I allow for students to hold their own space in the classroom, but I make it clear that intolerance is unacceptable. By holding a firm container I give the students permission to show up in whatever way they desire. This is the best space to teach in and the best space for space to learn from. |