I have been a student all my life. I plan on continuing to be one for the remainder of it. However, starting next year, I’ll be making”the big shift” from student to instructor. I’ll be moving (again) to New Hampshire and helping the owner and head instructor of my school in Maine start a youth program.
Now, in retrospect I’ve been helping with courses like this for a long time. Different subject matter, but similar formats. In highschool I worked for my fencing coach on occasion, going with him to fencing demos at schools, and teaching/performing at Renaissance Fair’s. Eventually, doing a few demo’s on my own when my coach couldn’t find the time. I helped facilitate groups attending Heifer international’s poverty courses in Arkansas, and organized youth programs for the Midwest-US China association.
Its a big change in mindset though, to go from student to teacher. It takes a basic comfort in the subject, paired with an understanding that the people you teach may be completely oblivious to the little details of it that you take for granted.
On top of that, it’s likely the most responsibility I’ve ever shouldered. The purpose of the courses I’ll be running is not just to inform, but to help young people find something that is missing from modern life. A closeness, and deeper understanding of nature and our place in it. I am of the mind that this is at the root of a lot of modern issues, and I’m not alone. In his book “Last child in the woods” author Richard Louv lays out a description of modern children and the way they are educated that lacks any real immersion in the outdoors. He refers to a “nature deficient” generation, that I was born into, but due to the choice of my parents to homeschool my siblings and I, observed from the outside. As Louv talks about all the things previous generations were able to partake in (Unstructured outdoor time, gardening, nature walks etc) that young people today simply don’t do, some mental and emotional puzzle pieces that have been irking me for a long time started to fall into place.
I was lucky in my young life to have a school structure that encouraged me to be outdoors (this is all your fault Ma), it allowed curiosity to grow that was stifled in the one year I attended a regular grade school. Once I completed the scheduled curriculum content, that was it. Information and understanding was a step in a ladder that teachers would only allow me, and the rest of the class to climb so high on, because if we went to far ahead, what would they teach tomorrow? It created boredom, and a tendency to create problems for teachers. Which really meant I took time away from other students during some classes. To them I apologize wholeheartedly.
So, the antithesis of this is the guiding factor as I create lesson plans in preparation for this new project. I want to have to say “I don’t know” in answer to questions on occasion, and follow it up with”why don’t we figure it out?” Not only does this mean that I’ll be learning as I teach, but hopefully it will help students to light that spark of curiosity and gently give it air, and fuel until it’s a roaring fire they can cook their ideas on.
Between that as my guide, and the fact that I’m also responsible for these kids safety. (Outdoor activities involve a few potentially dangerous tools, if not used properly, as well as the simple fact that kids fall a lot) the task can seem pretty daunting. However, when I remember all the time I’ve spent outdoors, and the training I received at Jack Mountain, and in all those other projects mentioned earlier, I know I’ve got a good set of skills to start with but plenty to learn as I go.
So, that big shift? I pretty well stoked for it. Now I just have to ask my siblings about all the stupid things they remember us getting into when Ma took us hiking so that I can keep an eye out for students attempting them.
And that’s another reason I’m excited for this. Some of my favorite memories involve my youngest siblings and being outside with them. When there’s six of you, there’s a pretty big age gap between the oldest and the youngest. Which meant that I could help them as problems arose, or answer questions if I knew them.
In particular I remember going to Rockwood state park with my youngest brother, Pj. He couldn’t have been more than seven or eight at the time. Inside the visitor center was a row of terrariums, filled with local reptiles and amphibians. One of them contained a large, fat tiger salamander that Pj instantly became fascinated with. I don’t recall being particularly drawn to it, but I remember helping him read the placard below its tank. With every new bit of information his eyes hungered for another bit. At the time I remember mostly being annoyed that he couldn’t just read it himself, but in hindsight I see the beginnings of something that’s still a bit part of his life. PJ has had a whole menagerie of lizards, snakes, frogs, fish and anything else you can think of. With that comes a knowledge base that is entirely built on his own curiosity about them.
Moments like that are what make being an instructor of young people so simultaneously daunting and exciting. If I had let my annoyance at his inability to read stop me from helping, maybe that curiosity would have had one less match lit under it. On the other hand, I have the opportunity to help light more matches along the way, and I likely won’t even know I’ve lit them most of the time, but I can tell you all this, I hope I help regardless.
I’ll be sure to let you all know as things progress with the program, and as always if you have questions don’t hesitate to ask.
Slainte Maithe everyone