"Give children a chance to love the earth before we ask them to save it." David Sobel
About My teaching philosophy utilizes methods that uphold my values as an individual and as an educator. I believe that every student has the right to learn in a comfortable and inspiring setting, and that this begins with a strong student-teacher relationship. I teach to promote individual growth, critical thinking, and holistic, applied knowledge.
Engaged Pedagogy I believe that the success of the student is greatly affected by the connection between student and teacher. I work under the ideals of engaged pedagogy, which accepts students and teachers as “whole” beings and strives to transgress the lines of assembly-line style classroom learning. Education is a process that connects student-teacher lives and empowers us both to live deeply. A goal I have as a teacher is to create a personal, respectful, engaged relationship with the students, in a comfortable and positive learning environment. In my classroom, information is not simply transferred from teacher to student. I recognize individuals as unique contributors to the lessons. I emphasize creating space for connection and participation through allotting time to share feelings about lesson processes and reflect on what they have learned so far. Allowing community development and engaging in respectful interactions sets the stage for the rest of the learning experience.
Student-Centered Learning and Multiple Intelligences Respect for students and the part they play in education is the foundation of my teaching values. Student-centered learning focuses on each student's interests and learning styles, setting myself as a facilitator of learning versus simply relaying knowledge. This allows for confidence to build and for students to take real pride and creativity in their work. Humans possess multiple intelligences and every student excels in their own way. I look beyond the limited understanding gained from lectures and quizzes. In my lesson plans, I include differing activities, playing to the idea that a diverse audience needs diverse challenges. Lessons vary, including activities that are hands-on, visual, auditory, artistic, and more. These ideals can be seen when a student is observing a fern through a hand lens, acting out the life cycle of a turkey vulture, listening to a story, or simply enjoying a one-on-one encounter with nature. I value taking observations to actions in adapting my lessons to reach all students. I am aware some children work best in a team, while others find their inspiration and focus by themselves. Allowing for both is essential. Additionally, I value equality, and accomplish this through allowing participation from everyone. Some children are quiet and others will dominate a discussion. Asking for students to raise a “quiet hand” and pausing before continuing are good methods in letting all be heard.
Experiential Education, Applied Knowledge and Critical Thinking I value real, applicable intelligence. My teaching builds off what is previously learned, is holistic, and applied in experience. I strive to convey big-picture lessons while appreciating details, and allowing for critical thinking. This builds knowledge that is more easily retained and applied in the future, which, in my opinion, is the reason why we learn. When hiking through a field of purple flowers, I do not simply tell students it is called camas. They learn about the rare Oak Savannah habitat it lives in, the native people who eat it, details of the plant structure, and what that plant needs to survive. Students later were asked to remember camas further down the trail, and to use their new knowledge in identification activities.
Activities included are setup to be exciting to partake in, flexible to student interests, and call for investment and individual creativity. For example, when using a field guide to discover native plants, students are guided to come up with the instructions themselves. Utilizing methods from Coyote’s Guide, including “the art of questioning,” steers students toward the answers using questions instead of simply stating the answer. I value this technique as it encourages an understanding of previous knowledge and applies it to the current moment. I believe that critical thinking is essential in meaningful learning. Facilitating meaningful learning is my ultimate goal as an educator.