Phoebe Lett
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Personal Reflection
The Restoring Connections program has allowed me to expand my passion for environmental education so that I can incorporate environmental literacy standards, UN awareness to action interpretations, Next Generation Science Standards, North American Association for Environmental Education guidelines for excellence, and utilize multiple learning styles in a curriculum. Throughout spring term we worked with 142 kindergarten and first grade students from Adams Elementary school. I had the opportunity to experience Eugene students watching a banana slug make its way across a trail and show deep compassion for it, the spark of curiosity and joy as they learn about ant highways on plants, the importance of decomposition, and the giggles of joy as they role play being black-tailed deer and turkey vultures. These hands-on experiences and games really helped these kids thrive.
As with any group though, we did face some challenges. Weather was a factor that caused me to have to adapt not only my schedule but also expectations for the students. If it is raining, students may not be as excited to stand in one spot and observe flowers, but they may be more excited to run around than with a hot, sunny day. In addition, students have different backgrounds, interests, knowledge of nature, needs, and expectations. Adapting expectations to the needs of the kids, and understanding what each class is used to and how they best functions was a challenge but very important. If students were used to vocal cues to group up versus visual cues, or needed to be given special tasks versus larger group activities, it was important to figure this out and teach based on their needs. I found that trying to stay enthusiastic, active, engaged, understanding, and adaptive helped work with each student and keep the whole group engaged and learning. I hope to continue these amazing experiences through environmental education professionally in the future.
As with any group though, we did face some challenges. Weather was a factor that caused me to have to adapt not only my schedule but also expectations for the students. If it is raining, students may not be as excited to stand in one spot and observe flowers, but they may be more excited to run around than with a hot, sunny day. In addition, students have different backgrounds, interests, knowledge of nature, needs, and expectations. Adapting expectations to the needs of the kids, and understanding what each class is used to and how they best functions was a challenge but very important. If students were used to vocal cues to group up versus visual cues, or needed to be given special tasks versus larger group activities, it was important to figure this out and teach based on their needs. I found that trying to stay enthusiastic, active, engaged, understanding, and adaptive helped work with each student and keep the whole group engaged and learning. I hope to continue these amazing experiences through environmental education professionally in the future.