So often what we hear about climate change are messages of doom and hopelessness. While there are certainly real reasons for concern, an optimistic outlook that we can solve hard problems is critical to motivating action. In your classroom, how do you talk about climate change in a way that’s both realistic and inspires students to believe there’s actually something they can do about it?
- Replies 14 replies
- Subscribers 8 subscribers
- Views 2638 views
- Users 0 members are here
Related
Parents
-
In the last few days I've asked some students that took the Climate Project with me to go back in their minds and tell me what they were thinking before and during the course. The response was telling...
One student told me that she only came in with a "vague idea" of what Cilmate Change is and that seeking solutions was "the fun part." Another student said she came in hoping to find solutions and that the class wouldn't be "all a giving up attitude." A third, finally, said that she was just hoping to "find out more about what Climate Change actually is "... - and how she can "play a role" in making a change...
My take away from taking the course and these conversations is this - we as adults sometimes project onto young people. We're maybe anxious about the fate of our planet and the climate crisis - and we expect or assume our students are as well. But many of our students are eager to jump in and have not taken on the anxiety and despair that we expect. In reflection, I wonder if the challenge facing us us less an issue of how we inspire optimism and more how we empower students to keep the optimism that they're already walking in with. For this reason I'm so excited for the roll-out of the new curriculum and hope I am lucky enough to get a chance to teach it!
-
In the last few days I've asked some students that took the Climate Project with me to go back in their minds and tell me what they were thinking before and during the course. The response was telling...
One student told me that she only came in with a "vague idea" of what Cilmate Change is and that seeking solutions was "the fun part." Another student said she came in hoping to find solutions and that the class wouldn't be "all a giving up attitude." A third, finally, said that she was just hoping to "find out more about what Climate Change actually is "... - and how she can "play a role" in making a change...
My take away from taking the course and these conversations is this - we as adults sometimes project onto young people. We're maybe anxious about the fate of our planet and the climate crisis - and we expect or assume our students are as well. But many of our students are eager to jump in and have not taken on the anxiety and despair that we expect. In reflection, I wonder if the challenge facing us us less an issue of how we inspire optimism and more how we empower students to keep the optimism that they're already walking in with. For this reason I'm so excited for the roll-out of the new curriculum and hope I am lucky enough to get a chance to teach it!
-
This is beautifully written, and so true. Let’s learn from them!
-
Thanks for the compliment Julianne Horowitz Looking forward to talking live about all of this with Molly Sinnott on Saturday.
-
Your word choice, Adam Esrig , "empower students to keep optimism" rings so true!
In fact, I think that sentiment should apply not only to climate education, but ALL of education. What Senior in high school has the same optimism about learning as they did when they were in kindergarten? Some, yes. But most with only a fraction of that initial excitement.
-
Adam Esrig I chatted with some of my students that completed the climate project with me and they actually had some concerning, yet honest, comments.
1) Science, English and HSS teachers all talk about it so they start to tune out and get bored. Message I heard: we need cross curricular collaboration!!
2) Because of social media they get inundated with the negative, and on top of it they are less able to make daily lifestyle changes as they feel their parents dictate routines. However, they thought a slow progression of change was a best option.
3) Of the content areas at my school, they felt that the OER climate curriculum actually worked towards valuable solutions which did help them believe they could make a positive impact. Yeah!
I look forward to listening to the students and having a conversation with my coworkers about how we can better address climate change and action on our school site!