Reflections on My Teaching Experiences The field trips consisted of myself and one other facilitator. We taught small groups of kindergarten and first grade students, ranging from four to eight children. This was my first opportunity to teach as a leader, in the past I have only worked as an assistant. The field trips and in class lessons went well and I was able to learn so much applicable knowledge after each experience. Our ELP journey taught me immensely. Taking an original curriculum document and bringing it to life was the basis of my learning. Writing a lesson plan was an entirely different process than visiting a classroom filled with thirty excited kindergartners. Working with our community partners and learning to hold the space and attention of a class taught me valuable public speaking skills, leadership, and self-confidence. I also learned that adaptability is the basis of success in teaching, especially in outdoor education. I learned to effectively handle last minute changes or unexpected turns through flexibility, teamwork, and communication skills. These abilities were tested right away. On our first field trip, we experienced a roaring thunderstorm that ended the trip early. As a team, we were able to continue the lesson back at school, improvising an oak leaf sketching activity and animal life-cycle games. I remember quickly thinking to collect oak leaves for the students to sketch back at Adam’s. Cultivating these leadership qualities was an invaluable lesson. I helped to perfect our curriculum after each field trip, debriefing, sharing successes and places to improve, and making changes so the next week would be even better for the kids. Working with my critical self-reflections showed me what I could improve upon. When I first began teaching, I was sometimes not structured enough with my instructions, and I would have to reign the kids back in again to explain something further. After reflection, I was able to understand how to fix this. I started using techniques like circling the children up, and having them repeat the instructions back to me before beginning an activity. I also learned good ways of bringing students’ attention back. I found that calling on students by name and that not instructing until they quieted down was a good strategy. I also discovered the importance of portraying myself as the leader. In some of the first lessons, I was still getting used to being the center of attention. I came into the ELP fairly unsure of my public speaking skills and leadership qualities. The ELP really taught me that it is so important to embrace that leadership role- and to be sure of myself and my capabilities.
ELP evaluations The main themes and lessons I learned were about the general qualities that make a good teacher. Creating immediate and genuine bonds with the students really inspired them to be positive and do their best, and this was noted in my feedback. I also learned through ELP evaluations the important lesson of not overly praising students. I realized that though positivity and energy are great qualities I bring as a teacher, that does not mean I should give praise when it’s not deserved. A really important part of education is to encourage students to do their best, and to challenge students to get there. I learned that in order to allow students to reach their full potential, I should guide them there by giving praise after meaningful accomplishments.
I received so many more helpful tips from my project leader (Kathryn Lynch) and team manager (Kassandra Hishida). Some advice included specifics about activities. For example, I learned the importance of solidifying a morning routine. The first classroom lesson we had was improved upon so much. I learned that in order to keep student’s attention for activity instructions, I should keep them seated after storytime. I also learned the importance of working with my facilitator partner and setting up the activity while she read the story to the kids. Other advice I was given included tips for appropriately giving instructions. For example, kids retain about three steps before becoming overwhelmed. So, I would start with three solid steps and have them repeat that back. I also learned to use a quiet voice when explaining a quiet activity, like nature journaling. Kathryn also advised me to keep the pace and hold the space in a class, or else the students will drift off, which was really helpful to be aware of. It all came back to embracing the leadership role while having a fun time!
Student and teacher evaluations An important lesson I learned from Adam’s teacher evaluations was their advice at allowing more free play time. The students also showed me that this worked well on the field trips through their enthusiasm and excitement. Building fairy houses and stopping to see insects, critters, and plants along the trails was a highlight. I built this advice into my lesson plan by changing the routine a bit. I allowed for first graders to hold onto their hand lenses for the whole hike, and reminded them that it was okay to stop and show the rest of the group their discoveries. The kindergartners were given more time to explore fairy house building, and were allowed to begin collecting small materials along the trail. The times that were most magical were the unplanned, free, explorative moments. The teachers and chaperones who gave feedback were all very pleased and positive. One reflection I received mentioned including more facts about animals. So, that week I read more about the species online and was happy to feel more prepared and fulfilled on the trips. Another teacher mentioned assigning roles for the bingo partner activity. The next trip, I assigned which student was the “marker holder” and which student held the bingo card. This worked beautifully. Another piece of valuable information we used to improve our in-class kindergarten lesson was to include a labeling aspect on the coloring sheet to teach the kids more. Now, our fairy slipper flower sheets include a labeling portion and we asked them to include habitat, water and sunlight in their drawing so their flower can survive.
Community partner evaluations Our community partners at Mount Pisgah gave some of the most valuable advice. Specifically, Jenny Laxton gave me some incredible tips early on in the ELP process. She showed us how to get to know the trails and great talking points for the kids, like facts about animals and habitats. I used her advice to better my teaching and stop for pauses and discussion at specific points with the kids-like noticing the habitat change as we entered the incense cedar forest from the oak savannah. August Jackson was also super helpful. He taught me the names of the plants I had seen all over but was not sure what they were. He advised me to help the kids to remember the plants, too. Now I will never forget what snakeroot or cow parsnips look like! Another great teaching point he helped me with was in the restoration project. The first trip, I approached the lesson with big words like “invasive” and “restoration.” August advised that I focus on allowing them to explore the plants first, observing the plant community dynamics and then explaining themes more simply. The lesson worked out much more smoothly the second time around.