Teaching Philosophy Statement

I believe that there are many different aspects that make a good teacher, and not every teacher is going to have the same style. Coming into the role of an educator as opposed to the student I am able to find new styles and techniques that allow my students to be more engaged with the material we are learning. As someone who has always struggled with lecture-based classes, I believe it is very important for my students to find the most suitable learning style for them in order to find their edge. As an environmental educator, I strive to have a comfortable and safe learning environment for my students so they are able to ask questions, be curious, and have fun while learning. This is something that is essential especially when working in an environmental education setting. Giving my students the space to ask questions allows for their natural curiosity about nature to flow. Allowing my students to have fun while learning opens up space for them to become more comfortable with me as an instructor, and also with their peers. Another thing I believe is important as an environmental educator is understanding. Showing your students that you understand that they come from all different backgrounds, whether it be their home life or their educational backgrounds, it is extremely important in order to establish trust with students.

This spring, I had the opportunity to take 6 different groups of seventh and eighth-grade students to HJ Andrews Experimental Forest, an old-growth forest about an hour east of Eugene, Oregon. During these trips, my team and I taught students about 4 different lessons; phenology, microclimates, climate justice, and tree identification. Each lesson allowed for students to learn about different aspects of data collection, graphing, observation, and even taught some life skills such as using a compass. These lessons included activities for students who may thrive in a more scientific role and also allowed for students who may be more creative to thrive. During these field trips, I tried to ask students as many questions as possible to get their curiosity flowing. Starting with easier, confidence-building questions allowed me to gauge the student’s understanding of the subject. Then, I was able to ask harder questions which allowed students to find their edge, giving them a little more to think about. Our main goal throughout these field trips was to give students a variety of skills that they could take home and continue to use within their education. Overall, my highest aim when teaching is to inspire students to want to do more. Whether it be within the environment, or just within their classroom, I hope to inspire each student to become the greatest version of themselves.