Teaching Philosophy
As an environmental educator, my goal is to instill in students a deeply-rooted sense of connection to the natural world. I strive to inspire a relationship between students and nature that fosters responsibility and environmental stewardship. In today’s technology-driven society, there is an increasing distance between people and nature, leaving no room for a connection to our environment. The term “Nature Deficit Disorder” coined by Richard Louv in Last Child in the Woods, stems out of a divide that we see in our society of young people becoming increasingly deprived of the natural world. Due to this, I believe that it is even more important to get students unplugged and engaged in nature. There is no replacement for immersing oneself in a living, breathing ecosystem that allows for exploration and curiosity. It is my passion to help people foster a deeper connection to the natural world and in doing so, evoke a stronger desire to protect it.
I believe in the power of teaching education through a holistic approach that engages both the mind and body of the student. Inspiring in students a love for learning where they feel the freedom to be curious and creative, is of utmost importance. This engaged pedagogical approach, as described by bell hooks, gives space for a reciprocal relationship between the student and teacher, where the teacher learns from the student just as much as they learn from them. Through this approach, I hope to inspire in students an inquisitive and passionate desire to learn about the world.
I strive to be inclusive of all learning styles and incorporate a multidisciplinary approach to education. Integrating different learning styles ensures that all students are engaged and can find a way to connect with the material on a deeper level. This recognition of multiple intelligences is something that I bring to each lesson through hands on experience and creative opportunities. In developing a lesson for map and compass skills, I brought in spatial, kinesthetic and naturalistic learning styles. By giving the students an opportunity to practice these skills in both a hands on expedition and field notebook drawings, different learning styles were considered. Tree species identification was also included in the lesson to engage naturalistic learners and encourage place based learning.
As I continue to learn and grow as an environmental educator, I seek to help students develop a reciprocal relationship to nature, from which they are learning and benefiting but also giving back by nurturing and protecting the natural world. Through cultivating environmental awareness and encouraging active stewardship, I hope to instill a deeper connection to nature and love for learning in every student that I work with.
As an environmental educator, my goal is to instill in students a deeply-rooted sense of connection to the natural world. I strive to inspire a relationship between students and nature that fosters responsibility and environmental stewardship. In today’s technology-driven society, there is an increasing distance between people and nature, leaving no room for a connection to our environment. The term “Nature Deficit Disorder” coined by Richard Louv in Last Child in the Woods, stems out of a divide that we see in our society of young people becoming increasingly deprived of the natural world. Due to this, I believe that it is even more important to get students unplugged and engaged in nature. There is no replacement for immersing oneself in a living, breathing ecosystem that allows for exploration and curiosity. It is my passion to help people foster a deeper connection to the natural world and in doing so, evoke a stronger desire to protect it.
I believe in the power of teaching education through a holistic approach that engages both the mind and body of the student. Inspiring in students a love for learning where they feel the freedom to be curious and creative, is of utmost importance. This engaged pedagogical approach, as described by bell hooks, gives space for a reciprocal relationship between the student and teacher, where the teacher learns from the student just as much as they learn from them. Through this approach, I hope to inspire in students an inquisitive and passionate desire to learn about the world.
I strive to be inclusive of all learning styles and incorporate a multidisciplinary approach to education. Integrating different learning styles ensures that all students are engaged and can find a way to connect with the material on a deeper level. This recognition of multiple intelligences is something that I bring to each lesson through hands on experience and creative opportunities. In developing a lesson for map and compass skills, I brought in spatial, kinesthetic and naturalistic learning styles. By giving the students an opportunity to practice these skills in both a hands on expedition and field notebook drawings, different learning styles were considered. Tree species identification was also included in the lesson to engage naturalistic learners and encourage place based learning.
As I continue to learn and grow as an environmental educator, I seek to help students develop a reciprocal relationship to nature, from which they are learning and benefiting but also giving back by nurturing and protecting the natural world. Through cultivating environmental awareness and encouraging active stewardship, I hope to instill a deeper connection to nature and love for learning in every student that I work with.