Teaching Philosopy

My teaching philosophy revolves around accommodating students' passions and experiences, setting challenging yet achievable goals, and having an intersectional understanding of environmental education. I believe that creating a comfortable and safe environment is crucial for motivating the growth and learning of both students and educators. A flexible approach that allows time to connect with students individually and as a group ensures that all students have the opportunity to participate. I am committed to encouraging students to share and process emotions, as I believe that socioemotional health and wellbeing are vital aspects of academic development. I encourage students to ask questions and to take responsibility for their own education. I also make a concerted effort to accommodate multiple learning styles (visual, auditory, etc) and to integrate multiple languages (including Chinuk Wawa, Spanish and ASL) into my lesson plans.

Environmental education is a highly motivating subject for students, as it involves forming a place-based connection with nature, sensory engagement, and a positive sense of self. Environmental education increases social-emotional learning and comprehension skills in all areas. The incorporation of empathy and other skills such as critical thinking, problem-solving, and communication supports greater information retention and learning facilitation. Outdoor education provides a space for personal development, improving relationships between self, others, and the environment. I noticed that students were more willing to communicate and cooperate with other students when our classroom setting was outdoors. I make sure to take the time with students to allow them to resolve personal and interpersonal conflicts, through conversation and reflection. 

I employ methods such as bell hooks’s concept of engaged pedagogy, emphasizing the importance of education based on mutual recognition and engagement. Engaged pedagogy asserts the vital role of classrooms as participatory spaces, and the importance of understanding that students are whole people with a myriad of experiences, seeking knowledge about various topics and real-world applications. The "Awareness to Action" model outlined in the 1977 Tbilisi Declaration acknowledges the importance of increasing environmental consciousness, ultimately leading to proactive measures for a sustainable future. It advocates for translating environmental awareness into tangible actions to address pressing environmental issues. 

In my teaching practice, place-based environmental education goes hand in hand with an understanding of historical context. I emphasize the significance of land acknowledgements and an appreciation for traditional ecological knowledge.

I incorporate frameworks such as JEDI (Justice, Equity, Diversity, and Inclusion), SEL (Social and Emotional Learning), and the NAAEE guidelines for learning. NAAEE emphasizes the importance of fair and accurate environmental curricula, which prioritize depth and skill-building while remaining action-oriented, instructionally sound, and usable. 

I appreciate feedback from students, peers, and colleagues, and am committed to continuous learning and growth.