Tracks in the Snow/ Les traces dans la neige

“Tracks in the Snow” (Les traces dans la neige) is a song that I wrote to support children in looking more closely in the land during the winter months, and in learning to ask questions about what they notice.  I always ask students to ‘fill in the blank’ as we sing together, and their suggestions are often informative.  I like to sing the song with children as a provocation, before we go outside, when a fresh blanket of snow is on the ground.  At the beginning of the season, the song can give me a sense of their knowledge and understanding of what animals are likely spending the winter in our community.  I also like to sing it throughout the winter months, as, well, it’s really a lot of fun, and also, because it allows stories of what children have been noticing in the land come out.  It can also give me a sense of how their knowledge and understanding of local animals is growing.

I think it’s quite likely that I have learned more from animal tracks than the students I work with.  Animal tracks have taught me that I am much more effective as an educator if I focus on being a co-learner with students, and strip myself of the idea that my role is that of “the knower”.  

My learning began when I first came across a set of animal tracks in the school yard with a group of Kindergarten students.  We were in Markham, a city in Southern Ontario, and one student confidently and loudly proclaimed, “It’s a polar bear!!”  With everyone’s attention fully present, I had a decision to make as an educator.  Do I become “the knower” and tell him how unlikely, if not impossible, that was, or do I say, “Hmmm, what a great idea!  How could we find out?”  It turned out that this was a pivotal moment in my teaching career, as it was one of the first times that I took a “leap of faith” (see Natural Curiosity below) and erred on the latter.  I have since learned that the latter stance drastically widens our potential to engage in a meaningful shared learning experience.

First, this stance allows me to feel much more comfortable in the land as an educator.  Without the responsibility of being “the knower”, I don’t carry the stress of having to know everything!  This stance reassures me that what I know is enough- no matter how much or how little that may actually be.  What a relief!

Second, this stance allows me to genuinely embrace the love of learning with children.  Because, let’s be honest, the natural world is full of magic and mystery and awesomeness, and there is always something new to notice and learn!  When children and I connect with the opportunities the land provides, and use that as our base for learning together, we share the experience and a common understanding that learning is fun and amazing.  

Third, this stance allows us to uncover curriculum together in a very meaningful way.  For example, through investigating animal tracks, we have uncovered measurement and data management (Math).  We have learned about non-fiction texts and how to find them in the library, and also digital resources and how to do internet research (Literacy).  We have learned about community members, and how some have expertise that can help us answer questions (Social Studies); we write them letters and emails to inquire about what they know (Literacy).  We have learned about animal needs and characteristics, and the seasons (Science).  All of this learning comes from the observations and questions formulated by the children in the land- the ones that tug at their hearts.  So we are all knee-deep in the process, making observations, asking questions, collecting data, looking for answers, and wanting to share what we find.  We are loving the process, and as we uncover curriculum, we are also learning to love learning.

Finally, this approach supports children in developing a personal relationship with the land.  When I learn more about the animals living in our community through the magical clues they leave us, I feel my heart grow closer to them.  I like to think this experience is also shared by the children I work with, and that in learning in this way, they also feel a greater sense of belonging and connection to this beautiful world we live in.

Now, I didn’t come to develop and embrace this stance on my own, and my learning about this approach is just beginning.  I have had the opportunity to work with many colleagues, mentors, mentor-texts, and experts who have supported me in embracing this stance as an educator and mother.  Following is a list of people and resources that I highly recommend checking out, as they have been very influential on me:

Individuals
Gina Marucci
Tanya Murray
Alexis Burnett
Alex Thomson
Chris Gilmour 
Natasha Bascevan
Hopi Martin

Books
Natural Curiosity, 2nd edition:The Importance of Indigenous Perspectives in Children’s Environmental Inquiry by Doug Anderson, Julie Comay, and Lorraine Chiarotto
This book has a lot of great information, and there are educator stories about taking an inquiry stance. One of my favourite lines is found on page 13. It states that many educators have found the decision to approach education in this way “as a ‘leap of faith’”- I often think about this line as I continue along the path of being a co-learner with students!

The Coyote’s Guide to Connecting with Nature” by Jon Young, Ellen Haas and Evan McGown
This is a dense and vast resource that includes activities for connecting children with the land.

The Big Book of Nature Activities by Drew Monkman and Jacob Rodenburg
The introduction and front matter to this book alone are excellent, and then it has the book organized by season with wonderful games and activities to engage children in the land.

Organizations
Child and Nature Alliance of Canada– a national organization offering many resources to support anyone engaging children in the land, including the newly released “Thrive Outside”

Earth Tracks– an Ontario-based organization offering workshops and courses  

Learning for Sustainable Futures– they have a weekly newsletter that has great resources for engaging students; they are also offering virtual sessions to support educators.

Natural Curiosity– the organization responsible for the book!  They are offering many virtual sessions to support educators.  

The Pine Project– a Toronto-based organization that offers adult skills nights

York Region Nature Collaborative– a local organization, also offering many virtual sessions to support educators