This is particularly difficult for me to do as I am not a teacher currently and being able to deliver a lesson program out to students would require me to try and vet kids and run a spring break program when I have no break from work as DOE teachers do. Therefore, what I did learn in my dilemma although after the fact is I need to really make sure i'm developing my curriculum in a way that someone else can come along and teach my lessons for me.
I know without question that at times a teacher may not be present to teach a lesson as I had taught in a classroom years back and was an emergency hire. In my situation the teacher had been out the whole year with teachers or parents coming in and out to teach. Unfortunately and fortunately for me at the time I had no curriculum left behind so I had to create my own and teach the students the best I could trying to address standards in various subjects. However, if I ever needed a sub my lessons needed to be clear enough for that substitute to follow. In this program I've almost forgot that notion in trying to develop curriculum for my non-profit. I think as a result of being so excited and wanted to get on the ʻāina and educate, I forgot that my capacity may not always allow me the luxury to be out doors educating the youth or community. Therefore, I really need to develop plans where the knowledge set is not so heavily based on what I'm capable of teaching in that moment but what content as a whole could be taught by anyone so that the lessons don't stop after me but go beyond me. This is a great reminder for me to keep focused on being as clear and promoting of student inquiry and exploration in bringing out learning.
I stand firmly in the beliefs of allowing students to think for themselves, inquire and learn. However, in this program, because of the University setting I found myself trying to fit my teaching style and background into these higher level education constructs. In doing so I was completely foregoing bringing in any student exploration or inquiry but moreso the dang SAGE OF THE STAGE mentality...insert eye roll. I had it brought to my attention and I remember feeling completely floored because here I was wanting all these things, but my actions in developing the curriculum was proving that the student learner role was almost non-existent because of the way I was organizing information. Conversations like this have helped me to be mindful of how I educate outdoors and to not change that because of the way I'm developing curriculum and trying to utilize the specific academic constructs and teaching styles that exist. As much as this was a small embarrassment for myself, I consider it a success because I didnʻt realize that I was talking one way in education but developing it out another way to line up with templates, constructs and styles I felt had to be followed or utilized to appear the curriculum was valid or effective. I have definitely felt more confident in approaching in an entirely “me” way but definitely with new found education knowledge and tools.
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