Final Reflection: Bridging Hands-On Leadership and Classroom Intentionality

As we wrap up this semester, I've been thinking a lot about how the theoretical frameworks we've discussed in class translate into the actual "lived experience" of a classroom.  Moving through this course during a particularly busy season in my personal life has provided a unique opportunity to see where academic concepts can connect into our daily lives.  Below are three key experiences and areas that stood out to me as I reflect on our time together. 

Play as a Critical Pedagogical Tool

While much of my current work is in the informal education space at a farm, my teaching journey actually stems in the team-building, group dynamics, and the leadership development space.  My time facilitating at an environmental education center in Fishkill, NY, and instructing courses with NYC Outward Bound (NYCOBS) built the foundation for how I approach teaching and learning.  

Those experiences didn't have 'classrooms.' We just had each other and nature.  All of the learning was rooted in play.  Play was the tool that we used to understand how we work in groups, where our strengths are, and what we can improve upon.   

I had led the card game activity prior to our class.  It was a reaffirming & validating experience to be able to see another educator use play in a more formal space.  The experience served as a powerful reminder in how intentional, experiential design can make learning abstract concepts feel concrete and urgent, much like the challenge courses and wilderness expeditions I've led in the past.  

Facilitating a high-stakes game of "Steal the Bacon" during my time with NYCOBS where a simple rubber chicken turns group dynamics into an immediate, lived experience.

The Power of Peers

In all honestly, nothing in this class was particularly new to me.  I've taken an equivalent course when I was in my undergrad program at Vassar College.  However, it is always really nice to be surrounded by other people who are passionate about working with young people.  Hearing how my peers were navigating these concepts was valuable to me; it served as a bridge between the theory of the content and the daily realities of being someone with 'boots on the ground.

Finding common ground and shared passion while navigating the wilderness

Intentionality in Classroom Structure

Several recurring themes came up throughout this semester, and one that stood out to me is intentionality.  To truly serve students best, we have to make a purposeful effort to truly understand the systems, structures, and individuals in our learning spaces.  I hope to continue this work of moving beyond simple compliance towards genuine student agency.  Whether I continue working in the informal spaces like the farm or move to more traditional settings, I want to ensure my methods are as engaging and purposeful as the content itself, prioritizing dialogue and active participation above all else.  

Setting the stage: A 'minefield' activity laid out to encourage student leadership, communication, and purposeful movement. 

Conclusion

While much of the theoretical content this semester was familiar territory, this course provided a space to reaffirm my core values as an educator.  Navigating these topics alongside such a dedicated and passionate group of individuals has definitely been the highlight of the term.  I'm walking away with a renewed clarity of the intentional 'boots on the ground' teaching practices I want to continue to cultivate in my own teaching.