Giving something a name

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Sitting in our outdoor discovery centre

I’ve been reading about different ways to develop a sense of place, and feel more connected to the land.  One of the ways both Basso and Raffan talk about, especially when looking at indigenous nations, is how we name places. When we name things we build our relationship with them, we define how to use them, and we create a way to interact with the place.

I’ve been thinking about how I’ve changed one of my classroom practices since last year.  Last year, one of the first things we did as a class is name ourselves.  How do we want to be called.  I have two classes this year, and I had planned on doing it in our new unit, but I think I missed an early opportunity.

There’s two ways for me to think about this.  One is that, we could have taken an early opportunity to define ourselves, and how we work together. We could have started naming and identifying ourselves as a group in order to really think about how we work with the place around us.  The other is that now that we know more about us, and how we work together we can maybe come up with a more informed and relevant name.

I suppose though, I know now that we need to name ourselves, we need to name our team, and we need to think about the places we inhabit.  I’ve been working more on talking about the Sang Cancil stories. The Little Mouse Deer, who is much like Briar Rabbit.  The students are really liking them, they connect and think Sang Cancil is funny, they are asking more questions about who the leaders were in the past, and making guesses about important other creatures in the jungle. It’s more surprising than I thought.

It’s been a good journey so far, knowing more about our place, and starting to make connections.  The kids even went out in the rain yesterday.  Fun times.

Basso, K., H. (1996). Wisdom Sits in Places: Landscape and Language among the Western Apache. Albuquerque: University of New Mexico Press.

Raffan, J. (1993). The Experience of Place: Exploring Land as Teacher. ERIC Online, 16(1), 39-45.

Need a recharge

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Almost time for our first break. This last week feels especially long, and I’ve been wondering why.

One of the books I’ve been reading lately is the Handbook of Nature Study. There are a bunch of interesting quotations, here’s one:Screen Shot 2018-10-02 at 8.09.10 PM

I’m not really saying I feel like I know everything, but I wonder if I’ve been actually wondering anything lately. One of the ways I can refresh is just by reinstating my wonder, trying to be excited again.  The book goes further to suggest that by spending unstructured time outside, we will be more refreshed.

Often as teachers we think seeing friends, going out, getting things done are important on our weekends, and they are. However, we need to spend some time just outside, looking, observing and getting ready to wonder again.

As our first break comes up, I’m going to take some time to get out and explore.

Writing outside

 

 

One of the exciting initiatives this year at school is the expectation to go outside everyday. We’ve been working together to think about what kinds of things we can do that doesn’t involve a whole lot of planning for teachers who aren’t comfortable to start getting outside.

My contribution was writing.  One of the things we can do anywhere is write, and so I’ve created a quick video about my students writing outside.  As you can see, some write along, some in groups, it’s just a way to get outside and start developing a sense of place (even if it’s not intentional).

Sit Spots into Nature Journals

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Over the summer break I read Coyote’s Guide.  I want to get better at mentoring people who go outside.  I used to call them Magic Spots, but in the book they are called sit spots.  Sit spots help build empathy, understanding and systems thinking in students.  By sitting outside in your specific place you can watch change, and see how nature “works”. 

Last year, I tried to develop a sense of place in students by taking photos then making a time lapse to see change, and then share that change with others.  I think it worked alright, but I want to incorporate a nature journal this year. 
I had a bit of time this summer, so also read To Look Closely.  The idea of the nature journal and sit spots are tied together pretty tightly here.  It adds another level to the sit spot.  I used to sit in a circle and discuss what we saw and felt but there was no other form of documentation.  I think that by using a sit spot with a nature journal I can help develop a sense of place in students. 
I’m not quite sure what the nature journal is going to look like just yet, but I’m going to start with notebooks, hopefully with blank pages, no lines to inspire a whole no boundaries approach. 
Here’s hoping.

What does it mean to be outdoors?

Next week I head back to work, it’s exciting, and daunting, as I start a new job, but I’m looking forward to interacting with young learners again, and getting a sense of what it means to be an environmental educator in a tech job.

This week in our #enviroed chat, we are looking at cultural diversity in the outdoors.  I’m looking forward to the discussion, and thanks to @RangerRidley I decided to look at this before the conversation starts.

Before writing this, I had a quick chat about the idea with my friend Angela.  She mentioned a camping program for new people to Canada , and I think she and I had talked about it before.  The idea that we have to integrate people into new natural environments is interesting. The statistics from the site said that while the program is called, “Learning to Camp” around 3/4 of the participants are “New Canadians”.  My first thought about this stat was, why new Canadians? Do all of us feel comfortable in our own environment?

As an expatriate, and an international school teacher, I wonder about how different people perceive the world around them and how it changes who they are, and what they believe.  Without going into too much, for fear of going on forever, I’ll just write about a few of my favourite experiences abroad in the outdoors.

Living in Australia in 2005, I realized everyone was outside, all the time.  I wondered if it was about the way they ran business in WA, most stores close at six and many are closed Sundays. The sporting nature of their culture may also play a part.  But what I remember most about Western Australia was the space. When we went camping, we were often alone, just us, and the park rangers had little sheds where you paid, but no one was usually around.  The idea was that people felt comfortable out in nature and could interact with it responsibly (I think?).

I moved to Korea after that, from 2006 – 2008 I lived in different areas around the country.  There seemed to be seasons for everything, and a structure to being outside. Beach season in the summer, would end abruptly, regardless of the temperature in September. So we would have the beach to ourselves.  Hiking season was wonderful, gorgeous leaves, crisp mountain air. However, almost all the paths were paved, and the women hiking in high heels always made me laugh.  People were outside, but it didn’t always change their attire.  There were people who were really geared up, and would have the hiking poles out, and all the new hiking vests for a short hike, so a lot of individual approaches to hiking, rather than a cultural perspective.

While in Kuwait, I was first amazed that people had been living in the desert for so long. I was introduced to Masdar and wondered how people so focused on oil, could start something so progressive. I asked students about how their grandparents had lived and what had changed, but few asked or seemed to care.  I remember there was not much outdoors time, save for the rare people who went out on the water in their boats. I started an environmental club, mostly my students, and we planted gardens that could work in the desert and watched mushrooms grow.  Most of these students were not Kuwaiti, but from other middle eastern countries.  I had a sense that most people would rather be inside, rather than out, but when it is 50 degrees, can you blame them?

Cambodia, I thought, would be totally different. A lush tropical land where people enjoyed being outside most of the time. During my research for my thesis, I found there was a lot of resistance from parents about having their students outside.  Their main concern seemed to be around safety. I’m not sure what that entailed specifically, but it made me wonder about how people perceive the outdoors.  We had a conversation on #enviroed a couple of weeks ago that went into the idea of safety and the outdoors.  Like most things, the more you are outside, and trained to be outside (like the camping program, or good environmental ed practices) the safer you are.  In the parents’ defence, most of them are expatriates as well, and it may not be the fear of the outdoors, but the fear of snakes, scorpions, or other things they are not used to.

Going back to my constant wondering, is how do we bring expats, or new people to our community to understand the place where we live.  Is the camping program run by Ontario a good thing, is it effective? Why is it only focused on camping?

Really looking forward to this twitter chat, and reading about how different people think about this topic.