Reflections

The environmental leadership program has been my first experience stepping into an educator position. I entered this class with knots in my stomach, lacking confidence in my ability to inspire second graders. After my first week of in-class lessons and a field trip, my understanding of what it takes to be a strong and inspiring educator grew.

At the beginning of my teaching journey, I recorded the value of my work based on whether or not I accomplished the learning outcomes of each lesson. Through feedback, I was able to reflect on these first few experiences teaching and pivot my teaching style. Therefore, I began valuing curiosity and the engagement of children's passions far more than the quantity of information each student retained at the end of my lessons.  I made sure to prioritize fun, allowing the students' curiosities to lead each lesson. 

Additionally, I have been working on allowing myself to learn alongside my students, further engaging with children's passions by tapping into my own sense of wonder. Through feedback, I’ve learned that the best educators model their work. By tuning into my own curiosity about the natural world, I’ve noticed an increase in students' comfort levels not only to have fun but to be inquisitive.. Overall, I saw a change in the attitudes of my students when I emphasized curiosity, imagination, and children's passions in my lessons. Students were far more attentive, interested, and excited to learn when I allowed their curiosities to lead the day.

 My confidence as an educator has increased since pivoting my teaching style, but there are still things I find myself struggling with every time I am back teaching a lesson, whether that be out at Mt.Pisgah or in a classroom.  For example, I’ve noticed the phrasing of commands doesn’t always convey the message I am trying to get across. Through the feedback of others, I’ve been made aware that I often pose the things I want my students to do as a question, rather than a statement. This is something I find myself doing in my everyday life, even outside of an educator role. Through self-reflection, I’ve realized my tone and phrasing can be confusing for others. With students, posing statements as a question allows space for miscommunication and frustration on my part when I feel as if I am not being listened to. However, this is something I have been intentionally working on in and outside of an educator role and am trying to be better about on a daily to mitigate confusion and agitation.

Overall, my first experience as an educator has been extremely insightful. My comprehension, enthusiasm, and compassion for teaching have immensely grown. The lessons I’ve learned through the environmental leadership program are not just lessons applicable to teaching, but life itself. I look forward to continuing to develop the skills I’ve picked up throughout this program.