Having fun is at the core of my teaching philosophy. In the Wild Wanderers program, we are working with first graders who are highly energized and excited to learn. With this age group it is easy to laugh, have fun and learn through the use of jokes, songs, hands-on activities, and games. My goal is to create a lighthearted and engaging environment both within the classroom and out at Mount Pisgah Arboretum. Following child's passions is crucial, taking time to highlight what’s fascinating to them. If a learner is interested in a plant or bug, engaging with that curiosity can deepen their connection with nature making their learning more personal. With this it’s key to remain flexible and adaptable, allowing wonder to take the lead. This can mean pausing to look for all the fairies and gnomes we can! One of my favorite classroom moments is acting out the lifecycle of a turkey vulture. As a class we start off as eggs, hatch, fly around the classroom, and communicate through some hissing and grunting which usually brings lots of giggles. This is a simple way to learn about life cycles while getting up, moving, and just having a great time. Later when we visited mount pisgah I would hear students most excited to see turkey vultures, ecstatic to spot these wonderful creatures and fly from place to place like we practiced in class. Another essential aspect of my teaching philosophy is the art of questioning, a technique I read in the Coyote's Guide to Connecting with Nature by Jon Young. At the beginning I was quick to answer students' questions but with time I incorporated this practice into all aspects of my teaching. Asking questions sparks curiosity and enhances critical thinking skills while developing a strong connection with the natural world. When a learner asks, “why does that tree look like that?”. Instead of answering directly I use thoughtful questions to lead them into their own discovery. This could be prompted by simply asking why you think that tree looks like that? Then moving onto deeper questions like what does the bark look like, feel like, even smell like? Questioning is connected to some of our core routines like sit spots where students sit alone for 15 minutes observing and drawing what’s in front of them. With sit spots I learned framing is key. Storytelling plays a big part in my instruction that gets students excited about activities and the outdoors. My teaching is rooted in fun, passion, imagination, and exploration which has grown significantly over my time in the ELP.