style that suits you. Back in the eighties I used an Indiana Jones adventure to connect lessons on ecology to save an endangered species. Wilderness survival classes began with a plane crash that required learning outdoor living skills to get back to safety. A les- son on forest ecology began with the story of a red eft. Geology is a journey back in time. It might a short story told in a 90 minute lesson or a longer story over 3-4 days. As the stories are shared, there are some things to keep in mind.
animals and plants living wherever it is you live, teach the same les- sons as those in the jungle, desert or artic. Where you live has mind- blowing flora and fauna that inspire wonder. The best part of all, is that once children learn wonder at your nature center they will be more attentive to what is around their homes. They will be having direct experiences. The lessons from catching a frog far outweigh a website, movie or video of even the most amazing wildlife. Connect to their home places. It helps to know something about
Teach local -
the children with whom you are working. Learn about where they live, what animals and plants might they encounter back home. Talk to teachers about the community. Are there parks, forests, lakes or ponds you can refer to in your lessons? By reading their local newspapers you can relate what you are teaching to the environ- mental issues back home. Don’t prejudge the kids based on where they live as rich and spoiled or rowdy or whatever. Let them intro- duce themselves. Expectations lead to reality.
described by David Sobel, this concept is important to those of us who work with children. Ecophobia is a “fear of environmental problems and the natural world.” Fear is not a great motivator. Love works much better. The stories you tell should be about the wonder of the “more than human world.” The stories should teach how it all works by fostering an awareness of our connec- tion and love for the outdoors that comes from learning through play, exploration, guidance, fun and wondering.
Teach love -
times when a child’s questions takes you off track but into a good place, or when a warbler lands on a branch just above your head while you are trying to explain how a sedimentary rock is formed, or when a rainstorm gives you a chance to define a watershed while standing in a puddle. These moments can become part of the story that you are telling. Be open and aware of teachable moments by learning about the place you are working. Explore by spending time walking and sitting. Learn by listening to people who know the land. Read. Gain your own sense of being by learn- ing the natural and human history of the place. Then you can be aware of your part in the story. Be open. A sense of wonder is the greatest gift you can give children. There are two parts to having a well-developed sense of
Teach wonder -
wonder. One part is the ability to see the wonder in the world, the wow, the amazing, the how is that possible? It is also the ability to wonder, to ask questions, to know there is more to know. Let their curiosity guide the story you are sharing. Be sure the students
CLEARING Fall 2017 Look for teachable moments - the Let there be no “ecophobia,” first There is amazing everywhere. The
know it is okay to wonder. Celebrate the good questions. When a child’s face lights up in the presence of wonder, you have done your job.
guess. Knowledge is collected through experimentation and ob- servation. Then, based on the accumulation of facts, theories are developed to explain what is going on. Decision making should be based on facts. Don’t just tell children how our knowledge was figured out. Have them figure things out for themselves through the activities and lessons you plan. The scientific method is not just for scientists. It is okay to say, “I don’t know, let’s find out.” even if you can’t find out at the moment. By figuring out a way to learn for themselves it can be an opportunity to experi- ence how science works.
Teach science -
wild is not all gone. There is still much beauty and wonder to be experienced. Human-caused problems have human solutions. Small actions multiplied by millions both cause and can solve problems. The Clean Air and Clean Water Acts have made a huge difference. The Montreal protocols, an international treaty ban- ning chlorofluorocarbons has led to the closing of the hole in the ozone layer. Species that were once endangered are now safe from extinction. Yes, there is much to do, but by focusing on what is working you will inspire children more than focusing on what is not working. That just leads to doom, despair and hopelessness.
Teach hope -
role in a democracy. This means having knowledge of environ- mental issues, at local, national and international levels. The knowledge will help them take action and not feel overwhelmed by the attitude there is nothing to be done. Children have the right and responsibility to let their elected officials know how they feel. They will be the ones making decisions in the future as voters and consumers.
Teach action -
havior, and if that means disciplining your students then do so, it doesn’t mean being mean. I have seen too many times educators talking when children are talking. I admit to having given too many chances and have to remind myself that I am not being fair to the k-ids that are behaving. Have expectations for their behav- ior and hold them to it. It’s as simple as waiting until you have their attention before speaking. If needed involve teachers to get support. Do not let one or two students prevent the whole group from having a positive experience. Kids do understand limits, just be fair and consistent, they don’t like hypocrites. Another way to prevent discipline problems is to build rela- tionships. This can happen by listening and talking while sharing a meal or while walking. Ask questions, make jokes, and connect with some knowledge of popular culture. Be yourself, don’t try to be too cool. Time is limited so avoiding distractions is key. While it is
Teach effectively - (continued on next page)
www.clearingmagazine.org Page 19 It is okay to expect good be- Children need to understand their There are reasons to be optimistic. The Facts matter, a theory is not a
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