Teaching Experience
I carI have been working with children since I was 14, starting as an assistant counselor at Mount Pisgah Arboretum summer camps. I continued to work there and at Imagine That! summer camps throughout my high school career, eventually becoming a day camp intern for Nearby Nature. In summer 2016, I joined the staff at Hidden Valley Camp as a group counselor.
Following my passion for working with children outdoors, I joined the Restoring Connections team of the Environmental Leadership Program in January 2017. This experience greatly enhanced my skills as an educator, both in teaching and developing curriculum, allowing me to return to Hidden Valley Camp in summers 2017, 2018, and 2019 as their Nature Counselor. From 2021-2023, I taught full time at Montessori in the Pines in Bend, where I learned so much about working with young children. I then carried my love of the high desert to Camp Tamarack, where I joined their Fall Outdoor School team. |
Teaching Philosophy
I wrote the following philosophy in 2017, but it still is true for me 6 years later:
Teaching not only allows students to learn and explore new concepts, but helps students to grow both mentally and emotionally by developing critical thinking skills and learning the importance of empathy and gratitude. I believe that a teacher should be a role model for their students by showing willingness to learn, evidence of self-care, and by treating their students with respect. By treating students as equals, this creates the most potential for students to grow into responsible and compassionate adults. In order to develop critical thinking skills, it is important not only to focus on learning scientific facts, but on the intellectual inquiry that leads to the discovery of these facts. The Art of Inquiry, as discussed in Coyote’s Guide to Connecting with Nature by Jon Young, Ellen Haas, and Evan McGown, is key to this style of teaching. By asking more questions instead of telling the student a fact, this approach engages the student and inspires them to think critically. This inquiry also provides a framework for students to use in the future to figure things out for themselves. This Art of Inquiry is used throughout the Restoring Connections curriculum, as students are asked to observe characteristics of plants and animals instead of the teacher telling them what to look for. Before telling students what a plant or animal was, I would ask the students if they knew. If they didn’t, I would use other leading questions to help them figure it out. For example, when talking about the Oregon grape, I would ask if the berries looked like anything students had seen before, which helped them to associate the new plant with one they already know, like a grape vine. By asking questions, this technique also opens the floor for the teacher to learn from the students, which is important in creating an atmosphere of equality and respect. I believe that providing a healthy example of self-care for students is just as important as teaching them to think critically. One example of mental and emotional self-care that I like to exhibit is showing gratitude. Taking time to focus on positive things in life can help conquer feelings of stress and negativity, as well as strengthen feelings of care and empathy. In our Restoring Connections curriculum, each field trip starts and ends with a circle of gratitude. We use this time to thank everyone who helped make the field trip possible, as well as things we are grateful for in our personal lives. While second graders might not have very many problems with self-care, I believe that it is important to start these practices early and encourage students to make them a part of their daily routine. Finally, I believe that compassion and understanding is crucial for a healthy learning environment as well as in everyday life. Growing up, my favorite teachers were always the ones who took the time to know their students individually and understand their personal needs. I strive to do this in my teaching and always try to figure out the root of a behavioral problem if possible, instead of simply disciplining the student. Again, these actions create an atmosphere of equality and respect, which I believe greatly enhances not only a student’s academic learning experience, but their overall health and well-being. |
Be gentle with yourself. You are a child of the universe, no less than the tree and the stars. In the noisy confusion of life, keep peace in your soul.
~ Max Ehrmann