Connection to nature is important to children’s intellectual, emotional, social, physical and spiritual development. Throughout this article the connection between students and their environment becomes special. I believe that kids today are losing there connection to nature and it is up to us as educators to find ways in bringing it back into the lives of our students.
Throughout this article, reinhabitation and decolonization is provided through the bonding of elders and youth. The elders share their knowledge with the students particularly about “the river” in this article. The connection between the elders and the youth was to express the importance of re-connecting with lost traditions and culture. The elders want the youth to be proud of where they come from, they want to get back to their roots and develop to understand the significance of the social, cultural, economic, and spiritual meaning of their environment. The elders try to re-gain what has been lost and create a bond with the youth.
My experience through outdoor education has helped me to develop the importance of finding ways to connect students with nature. With becoming a Physical Education and Health teacher, I believe that it is very easy to incorporate “place” within my learning. I think developing a set time where students can go outside and find a special place to begin journaling and express their feelings in solitude would be a great way of connecting students to their environments. This can provide a mental health strategy in allowing students to write down how they feel or things that may be going on in their life. From my own personal experience, having a place can be very rewarding and relaxing. I strongly believe that it can benefit most students with their learning experience. It can create a positive learning environment for students who may not enjoy learning in a classroom!
Society portrays that there are good students and bad students. According to common sense a “good” student is someone who follows instruction, listens effectively, and works well with others. Good Students are able to learn the way society wants them to learn. Bad students are students who don’t obey, they are unable to follow instruction, and they can not sit still. The students that fit this definition of a “good” students are those who are able to learn with little questioning and they require little to no attention. Students who are of the “norm” are those who are privileged by this definition of the good student. Students who don’t require extra attention, or diverse needs are good students.
Learners who are different and don’t fit the “norm” of a good student will be at a disadvantage. Because of theses common sense ideas we are unable to allow students to be diverse and to be themselves. We discourage those who aren’t classified as “good” students from learning. Those who don’t fit the norm are not given a place within the classroom. However, those of the norm are the students who succeed in the system, and they are the students who feel safe in their learning environments.
Most of us have all experienced Tyler’s rationale in one way or another throughout our schooling. Tyler looks at four fundamental questions that ask educators to confirm the goals they wish to attain, their organizational strategies, their efficacy strategies and their form assessments. Tyler approaches the curriculum theory by providing a step by step process that has considerable organizational power. A clear notion of outcome so that content and method may be organized and the results evaluated. Step number six includes the organization of learning. I believe this is a process we have all been through and as becoming teachers it is something we are going to have to be good at. Throughout highschool, my teachers had to lesson plan and organize what we were going to learn in class. It was up to the teachers to provide their students with the proper learning experiences. I believe some of my learning experiences were positive but I have also had some negative experiences as well. The teachers are the ones who choose what we learn in school, and it is up to them to make it engaging. I had a science teacher that would go way of track during our lectures and I felt that I didn’t learn any of the content. For me, this provided a negative learning experience and I felt that he was not very organized with his planning. Due to his poor organizational skills his students did not learn the appropriate outcomes and indicators within the subject.
Limitations of Tyler’s rationale includes that it takes away from the learners and they are left with little to no voice at all. They are unable to learn the way they want to and have no say in what they are interested in learning. Learning can be overlooked within the classroom settings. His rationale doesn’t consider the students and the diversity within the classroom. I believe that it is so important to get to know our students and to be able to engage the students in their learning experiences.
Benefits of Tyler’s rational is that it is simple. We learned in our friday lecture that because his rationale was so simple it became popular. Due to the simplicity of his rationale it was applied in most schools. Simple is not always the case. As teachers nothing is going to be easy, and it is up to us to make our students experiences positive and well worth their time!
What is “Common Sense”
Kumashiro identifies “common sense” as something everyone should already know. It is something we as humans rely on and it gives us a sense of comfort. Through time, Kumashiro had to learn and experience Nepali because they didn’t share the same common sense. It takes time to learn what others may think is “common sense”. What we think makes sense, others may not. Schools are suppose to look a certain way, but common sense limits what is considered to be consistent. Kumashiro states that common sense tells us what we “should” be doing. Not what we “could” be doing.
Why is it Important to Pay Attention to Common Sense?
It is important to pay attention to common sense because we need to “look beyond” what and how we teach and learn. It doesn’t mean we reject everything nor does it mean that we search for a better approach, but we become open to other methods and ways of teaching.