My Philosophy on Teaching
The source of inspiration that guides the way I teach comes from my two years as a part of the Integrated Outdoor Program as a high-school student. The I.O.P. is a unique class that combines nature literature and creative writing with outdoor pursuits education such as rock climbing and rafting. In it, we read and discussed books like Edward Abbey’s Desert Solitaire or Arlene Blum’s Breaking Trail, then spent class time going on various adventures. We had the opportunity explore our own I.O.P. garden at the school, hike and bike around Eugene, and go on trips to nearby Oregon landmarks like Smith Rock State Park or the Deschutes River. It is now very clear to me that our teachers were simultaneously imparting ecological and place-based knowledge while we were rock climbing, orienteering, “urban” hiking, or jumping in the river. Not only were we playing and having fun, the students of I.O.P. were facilitated by two amazing teachers who have a deep understanding for the importance of outdoor education and recognition of ecological place. Their philosophies inspire me, to this day, to emulate the way they teach their incredible program as well as expand my own philosophy of teaching in order to get more kids outside. I aspire to become a facilitator who connects my students to the outdoors through active experiences, because I truly believe that the natural world is the most effective classroom. I believe in taking kids and adults alike into the outdoors, where they are able to learn about the natural world and go beyond their comfort zones, where discovery and personal growth occurs.
As a teacher, I seek to join in with my students in their learning. I never want to stop discovering new things, or become jaded to the curiosity and playfulness of a student. My teaching philosophy is focused on curiosity, excitement, and being able to include all learning styles so that every student walks away with a new idea. For example, a student once asked me what an eddy was after we had read a poem that used the word. In addition to giving him the definition, I also showed him in the river what one looked like, and then informed him that kayakers or swimmers can use eddies for safety if they are in a dangerous situation in a fast moving river. Not only does this explain the concept, but it’s possible that this student in the future would want to pursue outdoor activities like kayaking, and will remember the piece of advice I had given him. When I teach, I like to include examples that students are familiar with, that they can relate to their own lives, as well as include humor to encourage positive memory formation in the outdoors. When students are wet, cold, hungry, and tired on an educational backpacking trip, for example, learning is inhibited as the students focus on their discomfort. Encouraging fun, opening up questions for dialogue, and playing games helps me facilitate outdoor learning.
I want students to see nature as a biologically wonderful place as well as a place they are a part of and can play in. Additionally, I hope that I may impart a desire to pay attention to and take care of the environment. In my eyes, it will be through education and connection to place that environmental protection will occur in the future. For this to happen, students need to form memories in and build respect for the places they live and play.
As a teacher, I seek to join in with my students in their learning. I never want to stop discovering new things, or become jaded to the curiosity and playfulness of a student. My teaching philosophy is focused on curiosity, excitement, and being able to include all learning styles so that every student walks away with a new idea. For example, a student once asked me what an eddy was after we had read a poem that used the word. In addition to giving him the definition, I also showed him in the river what one looked like, and then informed him that kayakers or swimmers can use eddies for safety if they are in a dangerous situation in a fast moving river. Not only does this explain the concept, but it’s possible that this student in the future would want to pursue outdoor activities like kayaking, and will remember the piece of advice I had given him. When I teach, I like to include examples that students are familiar with, that they can relate to their own lives, as well as include humor to encourage positive memory formation in the outdoors. When students are wet, cold, hungry, and tired on an educational backpacking trip, for example, learning is inhibited as the students focus on their discomfort. Encouraging fun, opening up questions for dialogue, and playing games helps me facilitate outdoor learning.
I want students to see nature as a biologically wonderful place as well as a place they are a part of and can play in. Additionally, I hope that I may impart a desire to pay attention to and take care of the environment. In my eyes, it will be through education and connection to place that environmental protection will occur in the future. For this to happen, students need to form memories in and build respect for the places they live and play.