People around the world banded together recently to urge for change to help earth.
At school I see a wide range of views from young students. Most are keen to help but can be limited in knowledge and resources. What can you do to help young people help the planet?
• Lead by example! Children are sponges and mimic those they hold in high regard. If you compost, recycle and pack lunch with re-usable containers, it’s likely they will, too. Our son came home and told me he needed a container to bring his lunch/snack compost waste home. He made me smile. His teacher is making a difference.
• Talk In class we talk about factors affecting the environment. Discuss options for getting around: using bikes, public transit, electric/hybrid and gas car.
Discuss the benefits? Costs? Modelling critical reasoning is a valuable skill for youth to experience (and adopt.)
It doesn’t take a lot for young people to understand and appreciate .
• Bring nature to the classroom I love trees!
I bring trees and plants into classroom learning. Trees can be used in science (soils, life, photosynthesis) and in literacy (describe/compare, narrative, read aloud…)
In math, trees can be used to recognize and create patterns as well as measurement.
After a month of learning, we plant the class tree somewhere at the school. I asked one student if she ever went to see her class tree. Without hesitation she beamed “Everyday!”
Trees can be a powerful learning tool! Bring your own environmental passion to the classroom.
• Goals Set goals with your students/children. Every little positive environmental action helps… Will you: 1. Plant trees? 2. Walk, bike, car pool? 3. Reduce/eliminate purchases with excessive packaging? 4. Compost 5. Choose alternatives to fossil fuels?
A young student does something wrong. They’re told to apologize. They do.
And then nothing changes…
There’s a lot wrong with this scenario. The student upsets someone or something. Yes, that’s unfortunate but it happens. I like to think of these ‘oopses’ as potential for learning. Often the student is asked or told or expected to apologize and, usually, the student knows the easy way out – “I’m sorry…”
The trouble is – in many cases – the student is not sorry. They want to get out of trouble quickly, go through the ‘sorry’ steps and get back to what they want to do. The greater injustice is that, oftentimes, the student’s undesirable behaviour does not change or is reinforced.
This winter a student from another class routinely stepped over the boundaries of school rules and general decorum. He was a high-flying prankster constantly pushing the envelope of acceptable behaviour. He’d been trained to keep playing his get out of jail “sorry” card.
The last time he said ‘sorry’ with his big goofy grin and an expectation of absolution, I stopped.
“I don’t think you are sorry,” came from my mouth. His smile faded with the recognition that his normal routine had hit a snag. He stood quietly, unsure what to say…
“If you were sorry you wouldn’t keep running and yelling in the halls between classes.” More silence…
“I would know you were sorry if you at least attempted to make a change.”
And I let him go…
That was the start of a slow change.
The next time I taught his class I met him at the door. I asked why I should let him in. “I could just give you your work. You could do it in the office… I don’t like it when your behaviour disrupts others. How do I know you’ve changed or are willing to change?”
That was the start of a gradual evolution. It required time and consistency and more energy than demanding ‘sorry.’ It required our relationship to grow.
The end result was better. But the cost was higher.
Most people think teachers teach math or language or science, etc. They do, but the more important job is to develop the whole person. That takes more time and effort – often more effort than the teacher has time for.
Don’t accept a meaningless apology. It’s the extra step that makes the difference to a student and a community.