2. Enlisting volunteers: recruiting a core base of volunteer helpers opens up additional opportunities to explore the garden, cook any harvested produce and manage behavioral issues. Ask parents to come on garden days just as they would for a field trip. Local garden clubs may also be interested in help- ing. Finalize a yearly calendar and stick with it so volunteers can arrange their work schedules around garden events. Host a thank you dinner to honor those who have donated their time to help.
3. Unaware of outdoor conditions: always check for safety issues before bring- ing students outside. Walk the area to check for garbage or other dangerous items. Tell your administration and other faculty members that you are head- ing outdoors. Check the weather and do not go outdoors if there is lightning. Request that students dress appropriately and have a change of clothes on hand.
4. School year doesn’t align with gardening season: there are several options available to teachers who live in temperate regions and miss out on the bulk of the traditional garden season. Some schools plant cool weather crops in the spring then cover the garden with plastic to avoid weed germination. When they return in the fall the garden is ready for planting the same cool weather crops. While this may seem repetitive it allows students to revisit what they learned several months later and compare the two experiences. Other schools plant a summer garden and invite summer school program participants to tend the plots. Neighbors and other community members may also be inter- ested in helping with summer maintenance. A third option is to experiment with winter gardening, a concept that is gaining attention. Adding season extension hardware such as row covers and cold frames allows gardens in temperate regions to continue harvesting cool weather crops.
5. Theft: whether you are dealing with herbivores or human vandals, theft can discourage even the hardiest gardener. Do not leave valuable tools unsecured. Install signage to explain to passersby that the garden is for the students and produce should be left for them to harvest. If funds allow, consider installing a fence to keep out intruders. Remember your goals and mission; a bountiful harvest may not be needed to attain your goals.
6: Reflect & Revise Keep records of your program to help you revise methods for future growing
seasons. Take time to reflect at the end of each week on how well things went during lessons, note any issues with certain plant species, identify pests and record weather conditions. You may think you’ll remember details like these when planning for next year but it is easy to forget! Your garden journal will be a welcome source of information for other teachers wanting to start school gar- dens. Have an annual meeting with the team to discuss challenges and possible strategies for overcoming them. Bring your issues to community partners and ask for their advice.
Common challenges & creative solutions: Disagreement between team members for future plans: this challenge can create a standstill at meetings. Ask team members to support their ideas with examples from the garden. If they haven’t kept notes and are functioning off of memory they may have an incomplete view of the situation. Welcome all suggestions but explain that not all ideas can be implemented and may be tabled for next year’s conversation. We hope you join us in the school garden movement. Take pride in the unique aspects of your school community and incorporate them into the garden. Cel- ebrate the combined efforts of your team and have fun. Gardening is an experi- ment and each day brings new opportunities to learn.
Mary Dudley is the Youth Education Coordinator at the Civic Garden Center of Greater Cincinnati in Ohio. She has worked with school garden initiatives since 2008 in both temperate and subtropical climates. Mary holds a Master’s Degree in Botany. The Civic Garden Center would like to thank the Haile Foundation for funding our school garden program and research initiative.
GREEN TEACHER 109 Page 31
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
