Stepping Back into the School Year

The time has arrived to enter into a new school year. This summer I focused on decompressing from the previous 18 months of pandemic teaching. I found the need to decompress and remove myself from all things associated with teaching was very necessary for my overall well-being. Additionally, the process of decompressing was difficult and unnatural. As an educator, my summers traditionally center on professional learning throughout to improve my abilities. Yet, this summer I found my brain could not handle any form of learning. When I would attempt to do anything related to school, my brain just shut off. This was really telling. 18 months of intense teaching and learning clearly took its toll on my ability to process and engage. My body was literally telling me to stop all that I had traditionally done throughout the summer and focus on rebuilding, restoring, and recalibrating. Continue reading Stepping Back into the School Year

How movements like #BlackBirdersWeek can help students see themselves as environmentalists

This past school year we focused our attention on how birding is an activity that can help city-dwellers experience urban forests as places for practicing stillness in nature, while also allowing an opportunity to appreciate urban biodiversity we may not typically notice.  Continue reading How movements like #BlackBirdersWeek can help students see themselves as environmentalists

Creating space to explore identity with students

This post was written by California educator Jorge Pacheco Jr.  I’ve always known that I was different. When I started kindergarten, I learned pretty quickly that school wasn’t the place for me. I was classified as an English learner and a special education student and a lot of stigma came from those labels. After the first day of kindergarten, when my dad came to pick … Continue reading Creating space to explore identity with students

Gosei as an Identity Marker

My intersectional identity as a female of Japanese descent also reminds me of the deep-seated settler intonations when I stand at the front of a classroom, knowing that over 25% of all teachers statewide are Japanese, while only 9% of students are. Data are inverted for the Native Hawaiian or Part Hawaiian representation at 10% of teachers and 25% of the total student population. The percent of Asian teachers nationwide pales at 2.1%, suggesting a microcosmic experience of overrepresentation in Hawaiʻi, but retaining an extremely minoritized status in the United States. Continue reading Gosei as an Identity Marker

National Geographic Society and Lindblad Expeditions Announce the 14th Annual Cohort of Grosvenor Teacher Fellows

This post was written by Chief Education Officer Vicki Phillips. Around this time last year, 50 exemplary educators were selected to receive a Grosvenor Teacher Fellowship, a field-based professional development opportunity made possible by a partnership between National Geographic and Lindblad Expeditions. A month after the cohort was informed of their selection, the COVID-19 pandemic changed the world and travel was put on hold—along with their fellowship … Continue reading National Geographic Society and Lindblad Expeditions Announce the 14th Annual Cohort of Grosvenor Teacher Fellows