Month: September 2024

Land based learning is an approach to education that values a deep connection between humans and the natural world. Land based learning is rooted in Indigenous ways of knowing, and emphasizes respect, reciprocity, and a holistic understanding of the environment. Incorporating land based learning into the B.C. curriculum is essential for helping students develop a meaningful relationship with the land while also addressing critical topics like sustainability, mental well-being, and cultural respect.

Our outing to West Lake on a crisp sunny morning was a transformative experience! We began by creating our own land acknowledgements, taking five minutes to find a quiet spot on the land to reflect and share. I found this exercise healing as it gave me a rare moment to hold space for silence and think about my connection to the land. It reinforced the reciprocal relationship between humans and nature, reminding me how integral the land is to my physical and mental well-being.

We also engaged in a Walking Curriculum activity inspired by Dr. Gillian Judson’s work. Initially, I thought the activities seemed geared toward younger learners, but as my group completed them, I was struck by how enriching they were. One activity involved finding shapes in nature, and it was fascinating to see how human-made objects often mirror natural forms. Another activity focused on listening to our surroundings, the rustling leaves, birdsong, and even the buzzing wings of bees. These exercises grounded me and heightened my awareness of the natural world.

Our outing to West Lake really shaped my understanding of why land based learning is so vital for young learners. First, it helps regulate their inner selves and promotes calmness and mental clarity . Second, it builds a relationship between students and the land, instilling respect for nature, a core principle of Indigenous ways of knowing.

In my future classes, I plan to incorporate Dr. Judson’s Walking Curriculum into my classroom, especially during seasonal changes to help students understand the passage of time and their place within it. I also see it as a valuable tool for exploring climate activism, helping students connect environmental issues to their local landscapes. My participation in the UNBC Climate Education in Teacher Education workshops will further enrich my approach, and I am excited to bring this inquiry project into my final practicum.

Land based learning is not just an educational tool, it is a practice that connects students to their environment, their communities, and themselves.

The artifact that holds deep sentimental value for me and symbolizes my passion for teaching is a bookmark given to me by my Korean language professor during the final week of my exchange program at Yonsei University in Seoul, South Korea. My professor gave it to me, not only as a souvenir but as a reminder of my perseverance in the program and my continued motivation to learn the language even after returning to Canada. This bookmark is more than just an object; it represents the pauses, patience, and reflection required in both teaching and learning.

Before my exchange, I had been working with three children from South Korea, helping them with English reading, speaking, and comprehension. During our sessions, they taught me the Korean character system and basic vocabulary. Like placing a bookmark between pages, these moments with my students encouraged me to pause, reflect, and appreciate the reciprocal nature of teaching. They inspired me to approach learning as a shared journey, one where both teacher and student leave their mark on each other’s growth. This reciprocal exchange deepened my interest in both language learning and teaching and became a key factor in my decision to apply for the exchange program. It was as though each session with them added a new chapter to my understanding of ELL education and language structures.

Drawing inspiration from this experience and Parker Palmer’s chapter The Heart of a Teacher, I have come to see teaching as a metaphorical bookmark. It requires patience, pauses, and trust in the process. Just as a bookmark holds your place in a story and allows you to return with fresh eyes, teaching requires us to pause with our students, guide them through challenges, and celebrate the growth they achieve over time. Parker Palmer writes, “As I teach, I project the condition of my soul onto my students, my subject, and our way of being together” (Palmer, 1). In this way, the bookmark reminds me that teaching is not just about moving forward—it is about being present, pausing when necessary, and trusting that the story will unfold in its own time.

Had I not been collaborative and open about my interest in learning Korean with my students, and had they not been willing to teach me in return, I might never have considered moving to South Korea. This bookmark continues to serve as a reminder of the pauses and connections that make teaching so powerful. It highlights the importance of patience and reflection in both teaching and learning, showing that progress often comes in small, meaningful moments. Like using a bookmark in a book, teaching invites us to pause, trust the process, and eventually witness the story of growth that unfolds in our students’ lives.