This is a collection of my thoughts on my fellowship and overall travel experience along with my conclusions about any guiding questions I have as I travel and observe classrooms outside of my community. I’ll post reflections about my school, global ed resources that my state and town provide, and, just my thoughts and ideas about education in general.
Research Question: To what extent have the Philippines embraced environmental education, and what is its impact on greater society?
An important component of the travel experience in the Teachers for Global Classrooms Program is a guiding question This question is about an area in which I’m interested and hope to use my findings to inform my own professional practice going forward. I wanted to investigate the extent that climate change and environmental stewardship are being taught in schools and the effect that education is having on Filipino society. Given the current climate (pun intended) of climate change and environmental sustainability policy within the United States,I thought the question apt. After all, the US has pulled out of the Paris Agreement, while other developed countries chose to remain. Even developing nations, like the Philippines, chose to remain. I wanted to see how that decision was playing out in the classrooms, and how I could support climate change and environmental sustainability education within my classroom.
What I saw was amazing. Five out of the six schools I visited had some sort of garden. These eco-gardens were usually in the center of the school, and student-built. The “eco garden” in a school in Makati even had a tilapia pond. I asked if they ate the fish, and the teacher laughed and said “of course!” That same school required each grade to work in the garden. Third grade was doing hydroponics in found containers. The higher grades built a greenhouse out of discarded 2-liter bottles, an herb garden, and a current-running experiment on growing mushrooms (much to my excitement and horror--I’m allergic to mushrooms). I was assured that every school that had an eco-garden was required to include the garden in their curricula as a policy decision from the department of education, and as part of a grant supported by President Duterte. Everywhere I went, climate change and environmental sustainability lessons were present in the school.
Sustainability was also evident in the recycling bins at each school. The school has participated in a national recycling campaign for several years now, similar to how the “Reduce, Reuse, and Recycle” program was rolled out in the US. Some schools had simple bins for sorting waste, others, like that school in Makati, had elaborate rocket-ships made from chicken wire. The staff wanted to make recycling a game, so the students could toss their bottles like basketballs. The school recycled the bottles for money to fund other projects. Makati is also a leader in environmental sustainability. They, and other communities throughout the Philippines, have banned plastic bags from stores in the same way as Hawaii and other communities in the States. People in Makati were excited that they were going to ban styrofoam packaging next.
The excitement for environmental stewardship and climate change education was also visible in Ligao, my host community. The students participated in tree plantings on the side of the Kawa-Kawa hills on a steamy Saturday in June. They properly sorted trash and were passionate about environmentally sustainable agriculture practices, like aquaponics and finding alternative uses for agricultural waste products. Several students were doing research to determine if discarded calamansi and dalandan peels could be viable alternatives to corn in ethanol production. Others were working on organic/natural methods of pest control, cosmetics,and other things. These students were truly inspired.
Most credit goes to the teachers. They are passionate about climate change, environmental sustainability, and environmental disaster preparedness. Many of the teachers were adamant that “environmental disaster preparedness” was an important class to teach. The Philippines is one of the places most at risk from environmental and natural disasters. A perfect storm of tectonic activity, location, and poor infrastructure makes the nation particularly vulnerable to hurricanes, volcanoes, earthquakes. Environmental preparedness has been a required course for over ten years, and climate change has been a component of that class. Because of the Paris Agreement, the Department of Education has created an entire K-11 curriculum that fully integrates climate change and environmental preparedness into each of the core subjects (English, Math, Science, Social Studies/Current Events, and Filipino). They are the first nation to do so. It’s only in the draft stages, but it’s definitely noteworthy.
That passion is key. When the teachers are passionate, the students are passionate. When the department/administration is passionate, the teachers are passionate. When the students are passionate, their parents will be motivated. When the parents are motivated, the community will change and take action. In some places, like in Makati, that passion is obvious. In others, that passion is a rock battered by a sea of old habits. Time and again, I heard: “no one makes sure we do it, so I go through the motions, and focus my energies on things that will be monitored, or are essential.” That’s the crux of environmental education in the Philippines. If there is no oversight, it doesn’t happen. Schools are required to have an eco-garden, but if they don’t have one, nothing happens. If they do have one, they receive grants. Eco-gardens are hard work, few grants are sufficient carrots to motivate someone to take on that responsibility.
So, what can I take away from this? My students have the same passion that the students I met in the Philippines had. They see environmental stewardship as their responsibility. What I need to do is take that responsibility and passion give it direction. My aquaponics class comes in on their own to work in the garden because they’re passionate and invested in the class. I can use that passion to start a recycling campaign in my school. If I work with them and make it fun, we could get the rest of the school involved, too. And, I need oversight. I need someone who will watch me and hold me accountable to make sure that I actually follow through on my plans. They can’t do it with a punishment or a carrot. I could have my students keep track of our progress, and set a goal for us to achieve. That way, everyone will be accountable to each other. If the plan works, then I can get the whole school involved, and make recycling a part of our school culture.
What I saw was amazing. Five out of the six schools I visited had some sort of garden. These eco-gardens were usually in the center of the school, and student-built. The “eco garden” in a school in Makati even had a tilapia pond. I asked if they ate the fish, and the teacher laughed and said “of course!” That same school required each grade to work in the garden. Third grade was doing hydroponics in found containers. The higher grades built a greenhouse out of discarded 2-liter bottles, an herb garden, and a current-running experiment on growing mushrooms (much to my excitement and horror--I’m allergic to mushrooms). I was assured that every school that had an eco-garden was required to include the garden in their curricula as a policy decision from the department of education, and as part of a grant supported by President Duterte. Everywhere I went, climate change and environmental sustainability lessons were present in the school.
Sustainability was also evident in the recycling bins at each school. The school has participated in a national recycling campaign for several years now, similar to how the “Reduce, Reuse, and Recycle” program was rolled out in the US. Some schools had simple bins for sorting waste, others, like that school in Makati, had elaborate rocket-ships made from chicken wire. The staff wanted to make recycling a game, so the students could toss their bottles like basketballs. The school recycled the bottles for money to fund other projects. Makati is also a leader in environmental sustainability. They, and other communities throughout the Philippines, have banned plastic bags from stores in the same way as Hawaii and other communities in the States. People in Makati were excited that they were going to ban styrofoam packaging next.
The excitement for environmental stewardship and climate change education was also visible in Ligao, my host community. The students participated in tree plantings on the side of the Kawa-Kawa hills on a steamy Saturday in June. They properly sorted trash and were passionate about environmentally sustainable agriculture practices, like aquaponics and finding alternative uses for agricultural waste products. Several students were doing research to determine if discarded calamansi and dalandan peels could be viable alternatives to corn in ethanol production. Others were working on organic/natural methods of pest control, cosmetics,and other things. These students were truly inspired.
Most credit goes to the teachers. They are passionate about climate change, environmental sustainability, and environmental disaster preparedness. Many of the teachers were adamant that “environmental disaster preparedness” was an important class to teach. The Philippines is one of the places most at risk from environmental and natural disasters. A perfect storm of tectonic activity, location, and poor infrastructure makes the nation particularly vulnerable to hurricanes, volcanoes, earthquakes. Environmental preparedness has been a required course for over ten years, and climate change has been a component of that class. Because of the Paris Agreement, the Department of Education has created an entire K-11 curriculum that fully integrates climate change and environmental preparedness into each of the core subjects (English, Math, Science, Social Studies/Current Events, and Filipino). They are the first nation to do so. It’s only in the draft stages, but it’s definitely noteworthy.
That passion is key. When the teachers are passionate, the students are passionate. When the department/administration is passionate, the teachers are passionate. When the students are passionate, their parents will be motivated. When the parents are motivated, the community will change and take action. In some places, like in Makati, that passion is obvious. In others, that passion is a rock battered by a sea of old habits. Time and again, I heard: “no one makes sure we do it, so I go through the motions, and focus my energies on things that will be monitored, or are essential.” That’s the crux of environmental education in the Philippines. If there is no oversight, it doesn’t happen. Schools are required to have an eco-garden, but if they don’t have one, nothing happens. If they do have one, they receive grants. Eco-gardens are hard work, few grants are sufficient carrots to motivate someone to take on that responsibility.
So, what can I take away from this? My students have the same passion that the students I met in the Philippines had. They see environmental stewardship as their responsibility. What I need to do is take that responsibility and passion give it direction. My aquaponics class comes in on their own to work in the garden because they’re passionate and invested in the class. I can use that passion to start a recycling campaign in my school. If I work with them and make it fun, we could get the rest of the school involved, too. And, I need oversight. I need someone who will watch me and hold me accountable to make sure that I actually follow through on my plans. They can’t do it with a punishment or a carrot. I could have my students keep track of our progress, and set a goal for us to achieve. That way, everyone will be accountable to each other. If the plan works, then I can get the whole school involved, and make recycling a part of our school culture.
Unit Plan: Climate Change TED Talk |
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I designed this unit plan to be a culminating project for my year. I envision it as a parent night celebrating my students' achievements, where they can also learn something from their children as well. Students will research how climate change has affected nations around the globe by analyzing weather data and then apply their research and scientific knowledge to design methods to monitor and reduce the impact of climate change in a nation of their choice. The United Nations Sustainable Development Goals (specifically Goals 7, 11, 12, and 13) shall be used as frameworks the students shall draw upon as they resolve the challenges.
Travel Opportunities!
I love traveling. Sure, planes can be... uncomfortable... to say the least. But, there's something about getting onto a plane, or a car, or, anything, really, and then just going someplace different. When I step out of that vehicle, and I'm someplace exotic like Singapore, or Manilla, or Kansas (I live in Hawaii, any place that doesn't have mountains and oceans is exotic) I get this thrill down my spine. I forget the discomfort of the plane, the annoyances of rushing to meet timelines, and I'm just happy. I know that an adventure awaits me as soon as I step outside that vehicle. My perspective changes, and will stay changed. I will meet new people, taste new foods, see new sights. I will experience something new and different. I will be the better for it.
But, I'm a teacher, and travel is expensive. I live on an island in the middle of the Pacific Ocean. Travel means getting on a plane and heading to a place that is else, even just going to a different island is can be a cause for sticker shock. Sure, it's relatively cheap to fly to Asia from here, compared to flying to Florida or Istanbul. But, these are things that still need to be budgeted for and planned very carefully. My vacations don't help, either. Sure, I get summers off. Do you know who else likes to take vacations during summer? Everyone else. It's called "peak season" for a reason.
Any time I can find cheap or free travel experiences is a cause of celebration.
Below, You will find a few opportunities that I've found for free or cheap travel/work experiences for teachers. I've only been on ONE of these, but information is information.
But, I'm a teacher, and travel is expensive. I live on an island in the middle of the Pacific Ocean. Travel means getting on a plane and heading to a place that is else, even just going to a different island is can be a cause for sticker shock. Sure, it's relatively cheap to fly to Asia from here, compared to flying to Florida or Istanbul. But, these are things that still need to be budgeted for and planned very carefully. My vacations don't help, either. Sure, I get summers off. Do you know who else likes to take vacations during summer? Everyone else. It's called "peak season" for a reason.
Any time I can find cheap or free travel experiences is a cause of celebration.
Below, You will find a few opportunities that I've found for free or cheap travel/work experiences for teachers. I've only been on ONE of these, but information is information.
Teachers for a Global Classroom |
7 Free (or Nearly Free) International Travel Experiences |
I just completed this program, and it's amazing! I feel forever changed by this fellowship. The Teachers for Global Classrooms Program (TGC) is a year-long professional development opportunity for K-12 teachers focused global education. It's fully-funded (you pay NOTHING) and, after a rigorous 10-week online course and a 3-d day symposium at Washington D.C., you get to travel to another country. There, you learn about their education system and history, visit sights of cultural, natural, and historical significance, and work in their school system as an actual educator. You share best practices from your work in the States and bring back best practices and from your host school as well as strategies to bring global education to your classroom.
I highly recommend this experience to anyone who is serious about international travel and teaching from a global perspective. JET-Travel and Work in JapanThe JET program is probably one of the most well known of the teacher travel programs. Participants travel to Japan and work in schools, boards of education, and government offices throughout the country. It's an amazing opportunity, and everyone I've talked to who's gone on it says it was the best experience of their life.
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This Edutopia article details 7 opportunities for educational/educator travel at little to no cost. Best of all, they happen during the SUMMER! Some of these are specific to a certain country (Japan and Korea, for example), others are more open (Peace Corps Response and Fulbright). All of them should be amazing and life-changing experiences for any educator. I'm particularly excited by the NOAA Teacher at Sea program!
24 Teacher Travel Opportunities for Free or Super Cheap!This blog has some crossover with the Edutopia article above, but with 24 opportunities, you're bound to have some copies. The best part of this site, though, is that has some global education resources as well!
EPIK/TALK--JET for South KoreaI came across their stand at the Korean Festival in Honolulu, and when I asked the attendant about it, she described it exactly as that: JET for South Korea EPIK and TALK are 6-month to a year commitments (like JET). And, like JET, they give a salary/stipend and provide housing assistance. And, you work in schools throughout the country teaching/co-teaching/assisting in English classrooms.
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