“Diverse System, Maximum Resilience”

I recently watched the video below via The Kid Should See This. Though it’s entitled, “A Forest Garden With 500 Edible Plants Could Lead to a Sustainable Future,” gardening was the last thing on my mind. Instead, I couldn’t stop thinking of, you guessed it, students and learning.


First thoughts: How does conventional gardening relate to conventional education?

  • Neat rows for maximum efficiency
  • Keeping species (or age groups) separated from one another
  • Focusing more on maximizing performance from each plant rather than considering how different plants might work together for growth

Next: How are principles of gardening sustainability applicable to learning?

  • Teaching/permitting students to take the lead in their learning.
  • Setting up the environment so that students can flourish in their strengths and in ownership (from access to supplies to apps to loose parts objects). See example in our stop-motion movie making efforts.
  • Ensuring that instruction in skills is balanced with nurturing of meaning and connection. Read this story of two poetry units for ideas.

And finally, how do we mitigate the fear of messier gardening learning and less control?

  • The first answer comes from a quote from the gardener in the video, Martin Crawford: “It can seem a bit overwhelming to have so many different species, but you shouldn’t stop that from beginning a project because you don’t have to know everything to begin with. Just start, plant some trees, and go from there.”
  • Engage students’ voices through class meetings, suggestion boxes, and having plan their own time, and self-assessment. See “10 Ways for Every Student to be on their own Learning Path.”
  • Work with parents proactively so that they understand that messy does not equate to out of control or lack of learning.

I love the image of teachers as gardeners, and all the more so when it’s less about control/production and more about trust in inherent potential. Nourishing along the way, we can all find richer meaning, resilience, and sustainability.

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featured image: DeathToTheStockPhoto

Inquiry into SDGs: Sustainable Cities & Communities

This is a series of provocations designed to provide resources for students to inquire into the UN’s Sustainable Development Goals, or SDGs. For more, click here

I am astonished by some of the figures associated with this global goal. Right now, 3.5 billion people live in cities, which is half of our global population. By 2050, that figure is expected to reach 6.5 billion, which would be 2/3 of our population. It is clearly a pressing need to consider how we can design our urban spaces in more sustainable ways.

This week’s provocations are meant to help students consider what it means for a city to be sustainable.

Resource #1: Bicycle Rush Hour via The Kid Should See This

Resource #2: What is Public Life? by Gehl Institute

Resource #3: A Taste of Vienna by Film Spektakel

Resource #4: Gentrification by Word of the Day

Resource #5: “The Little House” by Virginia Lee Burton

 

Resource #6: The Promise by Nicola Davies

Provocation Questions: 

  • What makes a city pleasant to live in?
  • What makes a city pleasant to move around in?
  • What do you notice about cities that are pleasant to walk or ride bikes around?
  • What does it mean for something to be be sustainable?
  • What is the connection between a pleasant city and a sustainable one?

featured image: DeathToTheStockPhoto

On A Sustainable School Year: An Open Letter to Parents I Wish I’d Sent

Dear Parents,

The year is still shiny and new. We’re feeling refreshed after the summer break, and ready to tackle a new year. In your renewal, you may be feeling tempted to sign up for all the programs and pack all the cute lunches and be all the things.

As teachers, we get it. We feel determined to apply for all the grants and find all the flexible seating and be all the buzz words.

And there’s nothing wrong with wanting to do our best for those kids, especially when we feel like we have energy to spare.

But the truth for us all is, as any long distance runner will tell you, starting off at a sprint is just not sustainable. The crash will come, and if you’ve poured in all the energy at the beginning of the year, the crash will be swift and complete.

My personal favorite illustration of this burn-out effect was Jen Hatmaker’s hilarious blog post a few years back:

“[husband] Brandon: “You don’t have to do all that, you know. Just blow it off.”

Me, staring blankly:

“Well, what a lovely thought you’re having there in your brain. How nice for you to be thinking that thought. I want to live in your imaginary world where my failure to do the School Stuff doesn’t mean our kid is the only one not wearing a purple shirt or didn’t have his pictures in the slideshow or didn’t bring in a handmade card for his teacher like every other student. I’ll just ‘blow it off’ and our kids can work it out with their therapists later.”

If we start out feeling like we have to do it all, and do it all perfectly, I will be astonished if any of us make it to the New Year.

This year, let’s set a more sustainable pace from the start. The same blogger posted last Christmas about “Big Day Sabotage,” with suggestions on how to return to a calmer, healthier holiday season, like lowering stimulation, avoiding over-scheduling, casting a simple, manageable vision, and talking about big feelings. These tips absolutely apply to sustainability here as well. Here are a few more to consider:

Be mindful of pace, for your child, for yourself, and for your family. Talk with your students about how they are feeling, talk to them about how you are feeling, and share those feelings with me. While I can’t be all things to all people, I am happy to accommodate your needs the best I can.

Don’t be afraid to opt out. It’s not laziness to opt out of a program or event that doesn’t work for your child or your family. Read about the time I opted out of what I’m sure was a lovely home reading program here.

Work more on your culture of agency than on perfecting details. Instead of trying “keep up” with the level of involvement you might perceive from other kids and their families, focus your energy on letting your child take the reins. If it’s important to her to look like an amazing Amelia Earhart for the wax museum, don’t make it the default for you to do all the work — teach skills like sewing, planning shopping lists, or calling the school office to check for available butcher paper or old cardboard boxes. And be ok with what will inevitably be a messy rendition. (other ideas for a culture of agency at home here).

Stay in touch regarding your needs! I remember when a parent told me that her child had been spending hours on math homework each night. By the time she talked to me, they had clearly been maxed out for some time, and my heart sank — new teacher that I was, it never occurred to me that any of my students would be pouring in that much time on the work I had assigned. I was happy to have the chance to set it straight then, and I learned for the future that I need to consult parents much more thoroughly regarding homework moving forward.

Meanwhile, I will work toward greater sustainability as well by seeking out student voice, putting learning in students hands, and managing self-care.

Let’s work together, not just to “make it,” but to approach learning at a pace and tone that will be sustainable this year, and for many joyful years to come.

Thanks,

Mary Wade