Talking with Green Teachers

With Chad Carpenter and Lori York of the Vancouver School Board

In which learning settings is two-eyed seeing most impactful? What are the core components of the LEAF Framework? How is it informed by the First People’s Principles of Learning? Chad and Lori are actively engaged in two-eyed seeing through their implementation of the LEAF framework with students from K to 12 across all subject areas. They share their insights and learning stories, which include botanical explorations in bogs, creating gifts for residential school survivors, and watching students take ever-greater leadership roles.     

Guests:

Chad Carpenter (Lheidli T’enneh), resides on the traditional unceded territory of the xwməθkwəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and Sel̓ íl̓ witulh (Tsleil-Waututh) Nations. Chad is an Indigenous Education Enhancement Worker in both elementary and secondary school settings. He supports Indigenous students and classroom communities to continue our learning journeys toward Truth & Reconciliation and to and learn, acknowledge, and honour our beautiful and diverse Indigenous cultures.

Lori York, Med., resides on the traditional unceded territory of the xwməθkwəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and Sel̓ íl̓ witulh (Tsleil-Waututh) Nations where she researches the intersections between environmental education and Indigenous pedagogy. She works as a District Curriculum & Assessment Mentor for the Vancouver School Board. She specializes in environmental and fine arts education. Her work is focused on training non-Indigenous educators to explore ecological and Indigenous frameworks. She offers professional development workshops on LEAF Pedagogy, Place-Based Learning, and weaving environmental and Indigenous pedagogies together. To learn more about LEAF programming, contact her at [email protected].

See Lori’s article The LEAF Project from Green Teacher 131 (Spring 2022) here.

With Kerry Crofton of Less Screen More Green and the Global Health Alliance

Why is it so challenging to find a healthy balance between digital time and outdoor time? How can educators address digital overload and excessive screen time? What role does mindfulness play in this discussion? Dr. Kerry Crofton walks us through research — including some from her team at the Global Health Alliance — and shares her experiences supporting educators in this timely exploration of the upsides and downsides of digital technology in learning settings. Digital tools have an important place in education, but knowing when and how to use them are key considerations for educators in the 21st century. (If you listen to the end, you’ll hear a reading of an original song written by Kerry!)  

Guest:

Kerry Crofton, PhD, is founder and director of the Canadian charity, Global Alliance for Brain & Heart Health (Global Health Alliance). Her international team of environmental health experts are dedicated to nurturing the physical and mental wellbeing of children, youth, and families in this digital age. Her 45 years of professional work includes developing and delivering wellness programs for teachers, parents, nurses, physicians, cardiac patients, air traffic controllers, commercial and fighter pilots, and others in high-stress occupations. She is the author of The Wellness Guide for the Digital Age as well as Less Screen More Green: The Mindful Tech Plan on the powers of nature, mindfulness, and being truly connected. Kerry is a nature-loving mother and grandmother, and once worked as a teacher. These days she offers Pro D Less Screen, More Green programs for other teachers, as well as The Mindful Tech Plan™, The Family Tech Plan™, and The School Tech Plan™.

Waterfall sound effect by SoundsForYou from Pixabay

With Chenoa Egawa and Keith Egawa of North Atlantic Books

What is the role of storytelling in today’s fast-paced, digital-heavy world? Why is tone so important when exploring ecological threats with young people? How can stories by adapted for older and younger audiences? Siblings Chenoa Egawa and Keith Egawa wrote and illustrated the book The Whale Child, which combines Pacific Northwest Indigenous teachings with hope, humour, and clear-eyed honesty about various ecological challenges facing the planet. They joined us to share their insights about storytelling as an educational tool as well how traditional knowledge has informed their work.

Guests (from www.northatlanticbooks.com):

Chenoa Egawa is the owner of Swan Clan Productions. Egawa is a traditional Native singer, storyteller, ceremonial leader, and medicine carrier. She has served as a Lummi delegate and an interpreter in Central and South America and for the UN. She has also served as Indian Education liaison in public and tribal schools, promoting racial equity through art and education.

Keith Egawa is a graduate of the University of Washington’s Creative Writing program and author of the novel Madchild Running (Red Crane Books Inc. 1999). Egawa’s extensive work experience in the fields of Children and Family Services and Indian Education Reform has provided him with both inspiration and insight into his subject matter. Egawa has been awarded several artists grants, including the ARTs Up grant through the Seattle Arts Commission, which was used to conduct a series of writing workshops for Native youth in the Seattle area.

With Allan J. Hesse of AJH Comics & Cartoons

How can comics and cartoons be used in climate change education? In what ways can humour be used to lighten otherwise heavy subject matter? Why is it so important to be honest with young learners about difficult truths? Conservationist and cartoonist Alan Hesse has embarked on a quest to engage students with climate change through visual storytelling centred on his original creation Captain Polo — an intrepid Polar Bear who travels the world hearing stories from those most affected by climate change. A tremendous amount of research and thought has gone into this ever-expanding series of comics, and we were delighted that Alan joined us to share his insights about his journey so far.

Guest (adapted from https://alanhesse.com/about/):

Born in Pakistan from Anglo-French parents, Alan J. Hesse practically grew up in a suitcase; his father's international soil scientist career led him to all sorts of unusual places, some of them to live for a couple of years at a time. Alan can safely say he is a seasoned traveler. This has shaped his identity and has increased his understanding and respect for different cultures around the world. Alan loves to reflect this appreciation in his cartoons and comics. Since age 12 Alan knew he wanted to somehow be surrounded by wildlife and nature. He was able to fulfill this objective after helping to set up and join a university expedition to the Bolivian Amazon. What started out as a 3-month adventure turned into a 20-year residence. Alan currently lives in Ecuador, where he continues to develop the Captain Polo book series while deepening a newfound vocation for climate education.

With Ian Allan of the Blue Mountains Botanic Garden Mount Tomah

What are some common misconceptions about trees? How can we foster meaningful experiences with them? In which situations does anthropomorphizing work and not work? Arborist Ian Allan spends most of his time among trees in the 200 hectares of the Greater Blue Mountains World Heritage Wilderness Area that he manages in New South Wales, Australia. He has amassed a treasure trove of stories and insights about the woody giants that surround us and provide so many ecosystems services. Ian joined us to discuss how to connect trees with people — both the initiated and the uninitiated. He also shared some details about a new project being conducted in partnership with a local First Nation.

Guest:

Ian Allan achieved his dream in 2016 by becoming the Supervisor of Natural Areas, Arboriculture, and Open Space at the Blue Mountains Botanic Garden Mount Tomah. With over 20 years of experience, he now looks after one of the best cool climate tree collections in Australia, manages hundreds of hectares of World Heritage quality wilderness, helps present incredible lawns and gardens whilst conserving vulnerable species like the Wollemi Pine (Wollemia nobilis) and Dwarf Mountain Pine (Pherosphaera fitzgeraldii). He still remembers planting his first tree on Arbor Day as part of Australia’s bicentennial celebrations. The joy he felt at watching the tree grow, and his curious pondering over its blue-grey compound leaves, would lead him into a lifelong love of the natural world and plants.

With Andra Yeghoian of Ten Strands and the California Environmental Literacy Initiative

What does a trauma-informed classroom look like? How does trauma relate the climate crisis? Why is it important to implement a solutions-based approach to teaching climate change? Andra Yeghoian takes us on a deep dive of her work, including the 4-Cs framework (campus, curriculum, community, and culture) and the HEARTS framework, while also sharing examples activities and learning sessions that incorporate a trauma-informed approach. Environmental crises can be overwhelming, yet we can help students manage them by facing the various challenge head-on (in a developmentally appropriate way) and empowering students to take action.

Guest (from https://tenstrands.org/about/team/):

Andra Yeghoian brings more than 15 years of experience in education across public and private school systems, nationally and internationally. She currently provides visionary leadership for a California-wide whole systems approach to integrating environmental and climate literacy, and sustainable and climate resilient school efforts, across a school community’s campus, curriculum, community, and culture. Andra is also the California Environmental Literacy Initiative Project Director. She holds a B.A. and education credentials from UC Davis, and an MBA from Presidio Graduate School. Under her leadership, she has supported school sites, districts, and county offices in achieving honors such as the U.S. Department of Education and California Green Ribbon Award, Bay Area Green Business Certification, and LEED Platinum Certification for New Buildings.

Environmental and Climate Aligned Trauma Informed Practices for Educators and Schools: https://docs.google.com/document/d/1-ar77-Eo7SnLVIh35C4cBzG_pAw6kinklkU9_tnju30/edit

Solutionary and Environmental Books Examples: https://docs.google.com/document/d/1tsHXi90hCEwnTW3zwC1y71KNCFYk5cdRmGj7yy-cxUU/edit

Environmental and Climate Responsive Crosswalk for Trauma Informed Schools: https://docs.google.com/document/d/18Ja-cp1kWOOvhyKhEliAePLX6l40hBJp8kUbhyzTB5Q/edit

4Cs Sustainable and Climate-Resilient Schools Framework: https://sites.google.com/view/scrs-center/vision-and-framework/4cs-framework

*Episode edited by M. Angel Goñi Avila

With Ernesto Rodriguez of Nature in the Classroom

What is Attention Restoration Theory? Why do fractals in nature calm us and improve our focus? How can educators incorporate images of nature into lessons? Nature in the Classroom (NitC) installs crystal-clear images of trees (often with the sun peeking through the branches) on classroom ceilings, much to the benefit of educators and learners. NitC’s Founder and Executive Director Ernesto Rodriguez joined us to unpack the reams of research in medicine that support the use of natural images for improving mental health, while explaining the exciting research NitC is about to undertake with Dr. Richard Taylor from the University of Oregon. Ernesto also shared multiple anecdotes about the effectiveness of showing nature images to learners and those recovering from illnesses.     

Guest (from www.natureintheclassroom.org):

Retired educator and school psychologist, Ernesto Rodriguez provided psychological services for US State Department Schools in Colombia and Saudi Arabia. He founded Ernesto Rodriguez Photography in 1988, commercial and fine art photography. His work is in the Curator’s Collection at MoMA, New York and on exhibit in the Smithsonian. In 2002 Ernesto founded Sereneview®, to bring the science of viewing calming nature landscapes to the hospital patient bedside. Sereneview® curtains are installed in over 3,000 hospitals in the US, Europe, and Australia. He is the Founder and Executive Director of Nature In The Classroom®, a non-profit that applies nature art and science to create classroom environments that support teachers and students academically and emotionally.

*Episode edited by M. Angel Goñi Avila

With Mark Angelo of World Rivers Day

When did World Rivers Day begin? How can educators get involved in it? What inspired the children’s book The Little Creek That Could? In what ways do rivers and streams benefit ecosystems, humans, and other life forms? Children’s author and World Rivers Day founder Mark Angelo discusses the value of rivers and streams, the threats they face, what educators can do to mark World Rivers Day, and how communities of learners and educators can collaborate at any scale on river/stream explorations and clean-ups. There’s also talk of trout, salmon, and water striders… 

Guest (from https://www.thelittlecreekthatcould.com/):

Mark Angelo is a globally renowned river conservationist, speaker, teacher, writer, and paddler. He is the Chair and founder of World Rivers Day, now celebrated by millions of people in close to 100 countries. Among his many accolades, he is a recipient of the Order of Canada for his efforts to protect and restore rivers both locally and around the world. Mark has paddled more than 1000 rivers in over 100 countries and his work has been the subject of several feature films. He has led numerous river and stream restoration efforts, including those along Guichon Creek, “the little creek that could.” Mark resides in Burnaby, British Columbia, Canada, where he continues to mentor conservation groups and young people with an interest in water-related issues.

Copies of The Little Creek That Could can be ordered from https://www.thelittlecreekthatcould.com/.

*Episode edited by M. Angel Goñi Avila

With Larry Weber of Kollath-Stensaas Publishing

What is phenology? How does phenology-based teaching work? How does it compare to textbook-based teaching? Naturalist, author, and retired teacher Larry Weber used a phenological approach to teaching for over 25 years with his middle school students, and it opened up endless opportunities for learning and growth. While he adhered less to state standards, Larry was able to help his students foster life skills, much to their benefit. Larry joined us to talk phenology-based teaching and share his insights about spiders and their webs.

Guest:

Larry Weber is a retired teacher of 40 years in middle and high school. For 25, he taught a phenology-based science class. This award-winning class was highly successful. Upon retirement, he became a speaker at teacher conferences and taught University for Seniors, Minnesota Master Naturalists, and Road Scholars. He has written more than 15 books. These are about wildlife of the North Woods — Spiders, Butterflies, Fungi — and other phenology topics: Minnesota Phenology, Webwood, and In a Patch of Goldenrods. He lives on a "forested former farm" in Carlton County, Minnesota, USA where he watches critters and the seasons.

*To purchase some of Larry’s books, visit https://www.kollathstensaas.com/.

*Episode edited by M. Angel Goñi Avila

With Annie Roth of the Great Smoky Mountains Institute at Tremont

What is a RELC? How can schoolyards be used in place-based learning? Why is it sometimes important for educators to become co-learners with their students? In this episode, we first hear about Tremont’s RELC as well as the Institute’s approach to supporting learners (educators included) before partaking in a virtual learning session that includes a grounding exercise and an activity called My New Best Friend. We also get into regenerative education: what it is and how it manifests.

Guest:

Annie Roth has been called to connect with the land since she was young. Growing up in Michigan, she trounced in the Little Manistee River finding frogs, getting messy, and always wondering. Her curiosity led her to pursue a career in education, sharing in the wonders of the world around her with others. After college, life brought her to Nashville where she worked within project-based learning schools and earned her M.Ed. in Curriculum and Instruction. She is excited to now bridge her two loves — teaching and the outdoors — working to connect people with nature alongside the Tremont team. In her spare time, you can find Annie obsessing over a newly found fungi, hiking in the backcountry with her husband and their pup, Maple, or enjoying the water by kayak or paddle board.

*Natural sounds recorded by Tara Shumate

*Episode edited by M. Angel Goñi Avila