Throughout eight weeks of field experience, I received valuable feedback from my classmates, project director, project manager, and community partners. I used that feedback constructively to strengthen my teaching skills and grow as an environmental educator. One area where I received consistent, positive feedback was my ability to bring high energy and fun to each activity and lesson. When I was genuinely enthusiastic and interested about the content I taught, so were my students. "Did you know an Oregon White Oak can grow to be 500 years old!? Plants can eat light!" Prioritizing an engaging and playful space with lighthearted energy was key to a successful classroom.

There were also areas which needed improvement. After giving instructions, I realized it was difficult for students to repeat back to me what we were about to do. My project manager Libby, offered helpful suggestions on ways to improve my framing. Breaking instructions into three steps and utilizing modeling. Once I applied those techniques into my teaching I was able to be more clear in my delivery. I began using my journal and student handouts for visual representation of an activity. These small yet important changes helped students understand and acclimate to an activity.

Overall, the feedback I received was extremely helpful and truly shaped the teacher I became. Receiving positive feedback gave me more confidence and constructive feedback helped me fine tune my skills and teaching methods.

Experiences

Through thoughtful personal reflections, I noticed several core themes that developed stronger throughout my time in the field. My unique approach involved tapping into the curiosity and imagination of my students. Stopping at a tree with a hollow branch imagining what was inside. In this case, Mr.Gnome lived in that hollowed tree and played a recurring role in my lessons. Engaging students with questions like, "where would you live if you were a gnome?". "What rooms does he have in there?". Looking for the tops of acorns wondering how forest fairies can use them for shelter. By posing these questions students were able to make their own unique observations with the flora and fauna around. One student saw a Western Columbine flower and pointed out that it reminded him of a rocket ship. I also prioritized asking open-ended questions throughout our lessons and field trips. Questions like, "what do you think made this hole?" or "what does this lichen remind you of?", helped encourage critical thinking and active engagement. I made an effort to let students lead the day. If they wanted to stop and look at some buttercups or follow closely behind an American Robin, the answer was always yes! Centering the day around a child's passions, what makes those students excited makes their time more meaningful, fun, and ultimately strengthens their connection to nature.