-by Priyanka Prakash An Educator's Diary#9 Who wants to even talk about emotions? Do they matter in the space of conservation or nature education? Do teachers even care?   I facilitated my first training workshop for Nature Classrooms a little over two years ago. Newly out of a Master's degree and stepping into the world of nature education, I stood in front of 30-odd teachers freshly under training themselves, with their eyes fixed on me, wondering what either of us was doing there. I had 4 hours with this group to get them not just excited about nature and nature education, but also to push them to take this to their classrooms even after I am long gone. And as someone who had never facilitated this kind of workshop, the pressure was high, and the nervousness was much higher!  As I took them through different nature educational approaches, activities, and discussions, I kept wondering what they felt  every minute of this workshop. Were they here because they were asked to? Does any of this even feel relevant to them? Am I assuming that I know a lot more than they do and that they need to be trained? Do I have sufficient understanding of their contexts and lived experiences? Am I truly adding value to their journeys as educators?  I guess I will never know the answers to any of these questions. But what brought about these feelings and questions in the first place was the research I had going on in parallel in the field of Social-Emotional Learning (SEL) and other feelings-based approaches to education. When Vena Kapoor, my programme lead at Nature Classrooms, recommended that I pick this up as a part of my Master’s internship work, honestly, I was deeply sceptical. Who wants to even talk about emotions? Do they matter in the space of conservation or nature education? Do teachers even care?   That’s it!  “Do teachers even care?” - that was the question that piqued my desire to untangle a lesser-talked-about relationship between emotions, education, and nature. Some may say - “Do they even have a connection?” But after months of reading, talking to teachers, and facilitating workshops, I truly believe that they do. And for whatever reason(s), as nature educators, especially in India, we are only now beginning to recognize the crucial role of understanding socio-emotional complexities when teaching about and building connections with nature.  A Pedagogy for Feelings towards Nature  Why do people care or not care about nature? What shapes our admiration, our phobias, our actions, or even inaction towards nature? Can just asking people to “Save the Planet” make them save it?  - This began my journey into a rabbit hole of understanding the role of social-emotional contexts in teaching-learning. And I guess I am writing this blog piece, not with the intent to present my work or the framework, but rather to process and share what the journey has been like so far - to imagine practices in nature education that allow for feelings and experiences to become an integral part. And oh! That has not been easy, and remains a work in progress!  The Social-Emotional learning  framework is just one among the many frameworks that explore the importance of bringing in the social and emotional contexts of a learner into education. It is also a  great and relevant starting point for any educator to reflect on how their curriculum and pedagogy can go beyond academic learning. When I began imagining a ‘ Nature-based Social Emotional Learning ’ Framework (a mouthful title for sure!), I tried reflecting on some difficult questions: How does nature shape our sense of identity and belongingness? How does our emotional state affect the way we interact with nature? How do our social, historical, political, and cultural contexts influence the way we perceive, value, and engage with nature? What is the relationship between nature and human well-being? How does the changing climate influence how we feel about nature and even learn about it? And most importantly, how can all of this be integrated into teaching-learning curriculum and pedagogy?  These questions slowly began to shape the practices I started developing (and continue to develop) as part of my work at Nature Classrooms. I was also fortunate to meet Nirmal Govindaraju and Gurpreet Kaur, the founders of the Eikas Foundation, who began mentoring and guiding me as I navigated the complex and evolving space of Social-Emotional Learning. With that, I arrived at a broad purpose for my Nature-based SEL work. Through teacher training and capacity-building workshops, I hope to create spaces where teachers can pause and reflect on their own relationships with nature. The intention is to move beyond the familiar conversation of how nature supports human well-being and instead explore what it means to understand our relationship with nature from a more nature-centric perspective. The goal then is for teachers to deeply reflect on how all of this influences the ways in which they bring nature learning into their classrooms. Nature-based SEL in Practice   And so I had identified my starting point. Even before thinking about the application of this framework in classrooms, I was keen on designing activities and practices that pushed teachers and educators to recognise their social-emotional relationship with nature. And how they think this can translate into their pedagogy. I began by trying to integrate some of this into Nature Classrooms’ larger teacher training and capacity building workshops. One of my personal favourite practices invites teachers to explore their Environmental Identity . Using the metaphor of a tree, its parts and life cycle, they reflect on how their interactions with nature shape their sense of self, belonging, and emotions, and how these experiences influence the way they perceive and engage with the natural world. This activity often leads to powerful reflections. Many teachers share that they have rarely paused to think how they personally feel about nature, or how deeply their childhood experiences have shaped that relationship.In another workshop we conducted with the Aga Khan Foundation for primary school teachers in Bahraich, Uttar Pradesh, we explored an activity that unpacked the region’s Socio-Ecological Identity. Teachers mapped the rivers, forests, and biodiversity of Bahraich alongside the folk songs, traditions, and cultural practices rooted in its landscape. As they reflected on how these relationships are shifting with changing environments, many observed how such local narratives rarely appear in formal EVS curriculum. The discussion ultimately led to a shared realisation: for nature learning to be meaningful, it must first nurture a sense of belonging to the landscapes we call home. Another way we bring Nature-based SEL into our workshops is by opening up reflective conversations about how our relationship with nature is changing alongside the changing climate. We introduce ideas like shifting baselines  and discuss emotions such as climate grief, anxiety, and burnout. These discussions invite teachers to reflect on how classrooms, instead of leaving students feeling numb or powerless, have the opportunity to become spaces where they process and understand environmental changes in age-appropriate and mindful ways. In Closing…  I vividly remember the very first interview I conducted as a part of my research with an Anganwadi teacher in Pachmarhi, Madhya Pradesh. In addition to asking her all about her socio-emotional experience as a teacher and her connectedness to nature, I casually asked, towards the end, “ What do teachers truly want? ” And she replied, “All we want is for people to ask us how we are.”  I carry that response with me to this day.  When we, as external facilitators, NGOs, researchers, scientists, practitioners (or any of the other hats that we identify with), enter into an education space, we often carry our preconceived notions, assumptions, and experiences. We enter these spaces believing that the people of that space need what we have to offer. Seldom do we pause to understand what is important to them, and what they are already doing within their contexts and capacities. Bringing in this sense of mindfulness to our work could be the first and simplest step we all could take as nature educators to bring a Nature-based SEL approach to our work!And, as for how I imagine Nature-based SEL shaping nature teaching-learning? I see it as a way to create spaces where teachers and students connect with the nature around them, not just through knowledge, but through feelings. A space where they slowly discover their own relationship with the natural world, through their socio-cultural-emotional contexts. I imagine our schools becoming a space to pause, cope with, process, and express the many changes unfolding in nature around us, so that we do not begin to feel distant from nature, but instead be reminded that we are part of it, together. Because perhaps the most meaningful way to learn about nature is not just to understand it, but to truly feel that we are a part of it!  Acknowledgments:  My sincere gratitude to Nirmal and Gurpreet from the Eikas Foundation for their constant guidance and support. I’m grateful to all the teachers and educators who participated in the pilot workshop and to those who continue to engage in the Nature-based SEL sessions through our workshops. And to my wonderful Nature Classrooms’ team for believing in me and the work!  Image credits - Priyanka Prakash, Aditi Rao Written by : Priyanka Prakash , Senior Manager (Education, Training & Research), Nature Classrooms If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.

-by Gousia Taj. English Translation by Aditi Rao An Educator's Diary#8 “ Ma’am, we saw the signature spider! ” On 19/12/25, a workshop on animal homes was conducted for the 4th and 5th grade students of Tarabanahalli. One of the activities included a bingo game about spiders. The bingo sheet had pictures of different kinds of spiders. The children managed to find all the spiders except the 'signature spider'. They kept wishing they could find the signature spider too. So we allowed them to take their bingo sheets home and told them, “It’s okay if you didn’t find the signature spider here. Look for it near your house, on the way, or at school.” About two weeks later, as usual, when I stepped into the classroom to call the children for the lesson, they shouted loudly, “Ma’am, we saw the signature spider!” I was startled for a moment. Usually the children greet me with a “Good morning, Ma’am,” but that day, hearing them shout that they had seen the signature spider shocked me. A Signature Spider from Tarabanahalli School Campus I asked, “Where did you see it?” The children said, “It built a web in the grass in front of our school toilet. Ma’am, come, we’ll show it to you!” and they pulled my hand and took me there. When we went and looked, there were signature spiders in three places. I told them, “Yes, children, this is the same signature spider from your bingo. It was missing, right? Now you can tick it.” I saw so much happiness on the children’s faces about the spider. They were celebrating as if they had found a treasure. Seeing their excitement made me very happy too. I felt the workshop had left a deep impact on the children. Later that same day, at the end of the lesson, we were setting up a table for an insect display. In the corner, a daddy long legs spider had built a web, which was sticking to our hands. I said I would bring a broom and clean it. But a student named Malappa said, “No Ma’am, let it stay here, poor thing,” and left it as it was. Hearing and seeing this made me feel very proud. At the same time, I wondered if I should not have asked to remove the web. Children observing an ant carrying a dead insect. Overall, the children’s interest in observing spiders has increased now. Every time I go to teach, the lesson begins only after the children first share their experiences and stories about animals, birds, insects, and trees they have encountered. Spider made out of natural materials by the students Image credits - Priyanka Prakash, Aditi Rao Written by : Gousia Taj- Facilitator at the Fig Tree Learning Centre (FTLC). If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.

by Jayashree Ramadas and Dhanya K Our Motivation We (Dhanya and Jayashree) are two educators eager to promote rational, evidence-based scientific thinking among children. Science has helped us delve deep into the beauty and complexity of the natural world. At the same time we are surprised and shocked to see the same tools of science, used in short-sighted ways, threaten life and eventually our very existence on earth. This stark contradiction has made us stop and ask, could we possibly learn and teach our children to appreciate and save this precious gift of life on earth? Prelude Here we are, cosily wrapped in a blanket of an oxygen-rich atmosphere, going about our lives on planet earth, our one and only home in this vast cosmos. But did you notice recently, this blanket is getting dirtier, just a bit warmer, even acting stormy and unpredictable? So many species have gone extinct: birds are fewer, bees are disappearing, and, as we intrude into their spaces, some, like the Coronavirus, are literally going viral. Make no mistake, it’s our own actions that are causing these far-reaching changes. Shouldn’t we then, as an intelligent species, try to understand what we are doing? Try to equip our children to deal with these changes, perhaps even reverse them? As pollution, global warming, and climate change threaten our very existence on earth, we need more effective environmental education in our schools. What is an effective environmental education? How can we (as a community) make our existing environmental education more effective? Let us explore these questions in this four part series. Part 1: Learning through students' natural and social environment. Is ‘environmental education’ a new idea? Not at all! In one or another form, environmental education has existed in our schools from early on. It gained momentum in 1991 when the Supreme Court of India mandated school boards to ensure its teaching at all levels. Subsequently, several curricular reforms gave it serious thought. Despite all these efforts, environmental education has remained peripheral in our schools. Environmental values may be commonly preached but critical and meaningful approaches are missing in practice. It is not that textbooks are lacking in content. Concepts, ideas, and activities related to the environment are found in almost all textbooks. From EVS at the primary level to the different branches of science and social science at the secondary and higher secondary subjects, environmental science is a compulsory part of the syllabus. Between the subject textbooks at all grade levels, the relevant topics appear to be sufficiently covered. What then is the problem? The shortcomings were correctly identified by an NCERT document of the 2000s which outlines how environmental education should be infused into the syllabus of Classes 1-12. Despite the major curricular initiatives, it says, there is inadequate exposure of students to their habitat: "There is little active learning from the natural and social world around them." The report mentions routine teaching of prescribed material, activity-based projects (often sold by commercial agencies) executed in a set manner, and the dominance of rote learning. Such concerns may cut across all subjects but, in the case of environmental education, a disconnect from the environment - a lack of active learning from the world - is a self-contradiction, a paradox. Environmental education loses all meaning if it simply amounts to teaching and preaching about the environment, without learning from the environment. In school practice there is another well-known problem. Environmental education is often treated as extracurricular: desirable but not at the cost of other more perceived “important” subjects like maths and the physical sciences. Such is the perception of schools, teachers and arguably parents as well. How do we get out of these conundrums? Let’s look at the examples of some schools which have managed it, in the next part of this series. You tell us too - What is your most memorable experience of ‘learning about nature’? What are some good examples of environmental education that you have seen or experienced, in or outside of school? Share your responses with us by emailing to: edu@ncf-india.org All images in this article were captured by the Nature Classrooms team as a part of our outreach and engagement initiatives. About the Authors Jayashree Ramadas : Research and Development in Science Education; formerly at Homi Bhabha Centre for Science Education and TIFR Hyderabad. Dhanya K : Researcher & Science Educator formerly Teacher at Rishi Valley School.

by Jayashree Ramadas and Dhanya K Part 2: Trending a different path Interestingly, the well-known success stories of environmental education come from outside of the formal school system: from homeschooling, out-of-school programs, and from the alternative education space. In the feature ‘Teaching as if the Earth Matters’ iWonder , a science magazine for school teachers, has featured alternative schools like Rishi Valley , Anand Niketan in Sewagram, Puvidham , and Marudam Farm School in Tamil Nadu. There are others around the country whose stories might be told. A response to contradictions Art work by Abdullah Ibrahim ‘The Hidden Wild’ One could trace back the roots of these alternative initiatives to the contradictions that their founders and teachers noticed in the prevalent education system as well as in modern, urban lifestyles. Some of those very contradictions have led to today’s environmental crises: in brief, loss of biodiversity, over-exploitation of the earth's resources, hyper-consumption, unsustainable lifestyles, and imbalanced, out-of-control development. Many of the alternative schoolers responded by physically moving out or staying away from urban, built environments. They created school spaces that would embody values of equity, sustainability, ecology and conservation through a more humane and inquiring approach. Nature learning in alternative schools Art work by Ishaal Azeez ‘A Turtle Walk With A Fly’ Alternative schools strived to expose their students to nature: to develop connections with land and water, with plants, insects, and birds; to remain sensitive to the seasons, and to learn sustainability from the local communities with whom they shared a geographical space. Children in these schools practise farming, gardening, craft and art, and through practice, they seek to develop a lasting relationship with our planet Earth. An obvious yet often missed feature of all these schools, which plays a role in meaningful environmental education, is their small class sizes. Today, in urban areas but also increasingly in rural areas, we are habituated to classes of 50, 60, or more students and we forget that meaningful education is possible only with meaningful communication -- which happens in small classrooms where teachers and students can listen and talk to each other and also allow for a more inquiry-oriented approach. Photo from Aksharnandan Student-teacher ratio is the quantifiable part of this interaction. If children's learning is to happen beyond their classroom, it needs support from the community. Such support may come from sympathetic parents or, in more urban areas, from professionals, academics, and activists concerned with environmental issues. All at once this move could bring more expertise and resources into the classroom, effectively increase the teacher-student ratio and lead to relevant professional development of teachers. An alternative school in Chennai Photo from Al Qamar Academy Al Qamar Academy , an alternative minority school in Chennai, experimented with this model. In its brief 10 years of existence, the school demonstrated how explorations in nature could lead to a love of nature and thoughtful environmental activism. A background to environmental learning was created with the Small Science curriculum for primary science. Then, in a more focused way, the primary and middle school students participated in a three-year unique place-based field ecology program (2018-21), spending time in a restored wetland, and visiting riverfronts, salt pans, beaches, and forests all in their immediate environments. They experienced the enchantment of the wild and also came face to face with the consequences of rampant urbanisation. Their engagement deepened over the years through interactions with academics and environmental activists. Finally, their learning and activism found expression in the Earth Authors Program , conducted collaboratively by the Cogitation Club and Youth Conservation Action Network (YouCAN) -- in which a group of 5th-8th graders wrote and illustrated a set of 14 books that told their own stories about nature and conservation. A subsequent reflective study of this program describes in detail how the children connected with nature – the awe and wonder they experienced; the changes they found in themselves – in relating to nature, resulting in their urge for creating a change – advocating for nature. Photo from Al Qamar Academy Like many small alternative schools in the country Al Qamar led a precarious existence and finally closed down in 2021, morphing into an online program: Cogitation Club . Happily, some of its teachers and parents succeeded opening up two new schools - Scholars Academy and Sunnyside - which continue their quest for nature-friendly, experiential and self-directed learning. Perhaps such intensive interactions of school students with experts may be achieved over a limited period of time. The question remains, how can one sustain a long-term program of environmental learning within any school? Perhaps such intensive interactions of school students with experts may be achieved over a limited period of time. The question remains, how can one sustain a long-term program of environmental learning within any school? In the next part of this series let’s delve into some contradictions that beset our discussions about the environment. What do you think? Is it easy to sustain a program of environmental learning, either in or outside of school? Do tell us about the common activities that your school engages in to connect children with their local surroundings. Share your responses with us by emailing to: edu@ncf-india.org Image credits: The images in the article were sourced from Al Qamar Academy, Chennai and Aksharnandan, Pune. About the Authors Jayashree Ramadas : Research and Development in Science Education; formerly at Homi Bhabha Centre for Science Education and TIFR Hyderabad. Dhanya K : Researcher & Science Educator formerly Teacher at Rishi Valley School.

by Jayashree Ramadas and Dhanya K Part 3: Working through the contradictions and disconnects Environmental learning begins when children step outside the classroom and observe the immediate natural world around them. In the same spirit, to understand what is happening to environmental education, to identify the barriers as well as the enabling factors, we must step outside the school. Let’s ask what these barriers are, and how they could be overcome. We may find that the barriers to environmental education are universal, but the solutions could be local. The central challenge of environmental education is that the social, political, and economic messaging around us encourages relentless aspirational consumerism. It is then left to schools and teachers to expose children to alternative, sustainable ways of thinking and acting. This is not only awkward and embarrassing but difficult and bewildering, mainly because it becomes necessary to question our own consumerist lifestyles and the consequences of our everyday actions. In this process, issues of social justice come to the fore since over-consumption is most often a privilege of the few. Students imagine the past, present and future of their local Mutha river (Aksharnandan, Pune) Environmental considerations, taken to their logical end, drive us to question even innocent actions like eating a packet of chips, enjoying a bottle of soft drink, using household detergents or choosing colours for rangoli . The issues are hard to analyse, as at first, we may lack the detailed knowledge to do so. Though the analysis in each case may be complicated, 'Systems Thinking' offers a powerful methodology to understand the social and environmental impact of the products we consume [1]. All of this pertains to the factual, evidence-based aspects of environmental understanding. Underneath those intellectual aspects lurk some difficult emotional issues. For example, conversations on simple things like potato chips or detergents require honest and painful introspection, as we are all implicated in these actions through our everyday lifestyles. Students exhibit their river posters in a marketplace (Aksharnandan, Pune) Environmental awareness further entails critiquing powerful economic and cultural forces in society and questioning numerous popular decisions, be it building a large dam or a flyover, cutting down trees to concretise a riverfront, or carrying out grand overconsumption-prone celebrations of festivals. All of these actions and decisions involve severe conflicts of interest. The discussions around them are complex, troubling, and call for a deep understanding of the issues. Most of all, it requires immense courage to go against the dominant perspective. Could school education possibly tread these vast disconnects: between the natural and the social world and within the social world itself? Seeking a way out Let's see how it could be done, considering one local context, the city of Pune. Geographically the largest metropolitan city in Maharashtra, the area's original natural ecosystem has been completely transformed by centuries of human settlement in the area. Since the 1960s Pune has seen rapid industrialisation and population growth. As in most other cities traffic and transport planning have prioritised private over public transport, leading to roads and built structures ruthlessly replacing hills, forests, streams, and rivers. Connecting education with the natural and social environment At the same time, since the 1980s, led by some visionary thinkers, a consciousness about environmental issues has grown. The city's numerous colleges, universities, and institutes of higher education and research have played a role in this growing awareness. There is now a community of scientists, economists, engineers, architects and entrepreneurs focused on different aspects of the environment, who involve themselves in education and activism. Common citizens come together to generate, exchange, and propagate simple ideas on sustainable living: for example on composting, repair and re-use, and minimising household chemicals harmful to life in the soil and water. Informal activities like trekking in the Western Ghats attract amateur naturalists and nature lovers. Some citizens actively take up causes like saving the city’s trees and hills, and reviving its dying rivers. Such a community of professionals, amateurs and thoughtful activists could become an invaluable resource for school education. In the next part of this series let’s see how. What in your view are the real barriers to environmental education in schools? Have you witnessed in your community a fruitful interaction between school children and experts or activists working on environmental issues? Share your responses with us by emailing to: edu@ncf-india.org Image credits: Aksharnandan, Pune. Poster art: Devayani More, Sharanya Shah, Keshar Ghorpade, Sanvee Jadhav and Mukta Phalke; Photos: Sachin Jadhav and Hemant Ghorpade. References: [1] Hoffman, T., Menon, S., Morel, W., Nkosi, T., & Pape, N. (2022). Ten Steps Towards Systems Thinking: An Education for Sustainable Development manual for teachers, educators and facilitators. Centre for Environment Education. The book is downloadable from this site . About the Authors Jayashree Ramadas : Research and Development in Science Education; formerly at Homi Bhabha Centre for Science Education and TIFR Hyderabad. Dhanya K : Researcher & Science Educator formerly Teacher at Rishi Valley School.

by Jayashree Ramadas and Dhanya K Part 4: Building eco-awareness - Aksharnandan A student imagines a food chain in a river ecosystem Aksharnandan is a school in Pune which aims to integrate the classroom with the world outside, starting with the local surroundings. Environmental education translates here as 'eco-sensibility': understanding the intricate web of life and the responsibility of humans to sustain life on earth. [1] The school’s ethos and the support from the community help in achieving this goal. The school makes an effort to build sustainability into all aspects of its functioning. For instance, creative reuse and upcycling of materials is the norm. Here, parents and local businesses help by donating used paper, packaging, cloth, decorations, etc. Within the framework of the State Board curriculum, Aksharnandan School manages to include innovative activities, projects, guest interactions, and field visits. Students' interactions, whether with a Korku tribal poet, or with the waste collectors in Pune, are designed to break down social barriers. Local language and local context Observing plants Aksharnandan strongly believes in education through the home language, taking inspiration from Rabindranath Tagore's argument that the liberation of India's mind requires a return to itself: to India's languages, cultures, and aesthetic traditions. Even practical work is simplified: for example, when a teacher asks students to bring seeds for a germination activity, they use common names and references for food grains and spices in the kitchen. Teaching children about local flora becomes easier when flowers, trees, and medicinal plants are identified by their local names. At home, parents and grandparents too can participate in these conversations. Observing plants - 2 This synergy between school education and the local context is enabled by the language. In Pune, though English remains the language of higher education and research, public discourse around nature and the environment happens mainly in the local language, Marathi. Newspapers and magazines carry articles by local experts or based on interviews with them. Love of nature also finds spontaneous expression in poetry. Besides well-known litterateurs of the past and present, some botanists and naturalists are also poets and writers.[2] Resources for environmental education are created all the time in this milieu. Most of all, as one of the teachers declared, "The people are our resource!" Observing leaves Like Aksharnandan we find other modest schools in Maharashtra, with their distinctive character, rooted in their local communities, all sharing an ethos of simplicity, sustainability, and living lightly on the earth. Some known ones are the Anand Niketan schools in Wardha and Nashik, Kamala Nimbkar Bal Bhavan in Phaltan, and Srujan Anand in Kolhapur. Some of their efforts have been documented.[3, 4] Such schools would surely exist in other states. They need to become better known and highlighted. Common medicinal plants (left) and Leaf art (right) The way ahead: local linkages, local resources We could promote locally relevant, environmentally aware education by strengthening the links between the school and the community. Field trips would be not one-off events but aimed at establishing such linkages. Clusters of schools, with the help of experts, could map biodiversity within their grounds. Collecting stories and poems related to nature, documenting environmental issues and restoration efforts, creating directories of experts willing to share their knowledge... are just some of the multiple efforts that could be done. After all, it takes a village to raise a child! Key Takeaways (for all 4 parts) Effective environmental education is a result of active learning through the students' natural and social environment. Environmental discussions are inherently problematic due to contradictions and disconnects existing between the natural and the social worlds, and the socio-economic injustices in our society. In the ecosystem of a city, a hidden knowledge base exists that can help connect education with the students' natural and social environments. Linkages between the school and the community can be locally forged. The examples of Al Qamar Academy and Aksharnandan are cited. Local languages, local resources and an ethos of ‘eco-sensibility’ are critical to this effort. Resource generation is possible with cooperation between clusters of schools. Such resources may be shared and multiplied for wider use. Image credits: Aksharnandan, Pune References: [1] Aksharnandan (Pune) brochure (English, Year 2000): 'Aksharnandan: An abode of joyous learning and enduring values'. [2] A modern sampler is this Marathi poem on the Indian Laburnum, or the 'Golden Shower Tree', composed by one ecologist and recited by another: "Bahawa" by Mandar Datar, recited by Ketaki Ghate. Channel: Oikos for Ecological Services. [3] These and other experimental schools in Maharashtra have been described in Panse, Ramesh (2018): Shikshan: Anandkshan (in Marathi). Granthali. [4] Palshikar, Deepa and Shevade, Snigdha (2022): Anand Niketan: A Journey to Joyful and Meaningful Education. Avishkar Shikshan Sanstha, Anand Niketan. About the Authors Jayashree Ramadas : Research and Development in Science Education; formerly at Homi Bhabha Centre for Science Education and TIFR Hyderabad. Dhanya K : Researcher & Science Educator formerly Teacher at Rishi Valley School.

Children’s Observations and Teachers’ Reflections from a session at Govt. Lower Primary School, Tarabanahalli By Sarojini Ramachandra Hegde and Gousia Taj | English translation by Jane Sahi In this write-up Sarojini and Gousia (teachers from the Fig Tree Learning Centre) describe two sessions where they used a chart on the Singapore Cherry tree created by the Nature Classrooms team as part of the Suttha Muttha project. They share the flow and content of the class, students’ questions and responses and the many interactions and learnings possible by using a resource like this as a starting point. Session 1 The children sat in a circle and we began by showing the poster on the Singapore Cherry tree. We invited the children to say what they could see. They mentioned many things. Here are some responses: one big and one small spider, a woodpecker (this was actually a bulbul), bees and wasps, leaves and bark of the cherry tree, a bat, onion (this was said by one child sitting further away but other children corrected this by saying it was the fruit of the cherry tree). Then we asked why some of these creatures might visit the tree. The children responded by saying – “to eat the fruit, to drink the nectar from the flowers, to eat the insects on the bark, to make a nest and to take rest.” The children were then divided into two groups. Accompanied by a facilitator, they each walked to two cherry trees by the road near the school. We asked them to first observe the tree carefully. The children are not used to this kind of activity and at first, they told the more obvious things that they could see such as leaves and branches. A few children looked at a squirrel at a nearby Copperpod tree. Then we asked them to observe in more detail by asking the following questions: What do you notice about the bark, the colour of the flowers, the number of petals, the front and the underside of the leaves, the insects on the leaves? The children were also asked to not only look but touch the parts of the tree. The children responded with more close observations and responses commenting on ‘the small, small hairs’ on the leaf and the smoothness of the surface of the leaves and roughness of the underside after touching the leaves. The children also noticed that there were different colours on the same leaf. They also remarked on the ‘straight’ lines ( gere ) on the bark and the rough texture. Some children held the ripe and unripe fruits in their hands and noticed how they were soft and hard. They also tasted the different fruits and said that the unripe ones were bitter and the ripe ones sweet. The children were asked about the colours of the fruits and noticed a range of colours from dark red to orange and green. Some children squeezed the fruit and observed the juice and the small seeds inside. The children were asked to look at the top of the tree and the base of the tree as well as what they could see under the tree. One of us suggested that the children look at the white fungus on the bark but the children were reluctant to look closely. The children saw ants and there were no birds or other big creatures. On one of the trees the children noticed a paper wasp nest being built. After many minutes spent observing, touching, tasting and responding to some questions- the children were provided with pencils, crayons, boards and paper and were asked to choose something particular that they would like to draw. As children looked for other ideas after completing one drawing there were suggestions to draw the tree from a distance or from beneath the tree looking upwards but these were not taken up. No one wanted to draw the fungus despite its starry pattern. One child drew a leaf shape, one of us asked her to look more carefully at the shape, the serrated edge and the tip and her second drawing was done much more attentively. It was close to lunch time and we asked the children to get ready to return to school. A few of the children were keen to continue their drawing and were not so ready to end the session. When the children returned to school, we sat together and asked them to share not just their visual observations but also what they smelt, heard, touhed or tasted. Each one had something to say and their responses included: ‘five petals on the flower, bees drinking nectar, a hollow in the tree, ripe, dark red fruit, a wasp nest, a line of ants, an insect on the bark that I’d never seen before.’ The children also mentioned things that they had touched and tasted for the first time including feeling the texture of the leaf. Session 2 Before the next class, we cut out and arranged the children’s drawings around the poster. We also wanted create a sensory map with children’s responses as an extension of the poster. For the class, we took pictures of a Red-whiskered Bulbul and a Goldenbacked ( now, Black-rumped Flameback ) woodpecker and asked the children to notice the differences. The children remarked on the crests, the colours and the position of the two birds and the shape of the beaks. This exercise in highlighting similarities and differences between the two birds helped children know the birds and their behaviour better. We then read the Singapore Cherry chart slowly, pausing to explain a few things and to take questions. Questions such as – Why are the leaves pointed? Why are the eyes of the bat red in colour? Our reflections The drawing activity helped children notice the tree more carefully and also meant that everyone was included and their impressions represented on the display. We noted how helpful it is to gently probe further after children’s first impressions such as the shift that happened from one child’s first drawing of a leaf to the second drawing when asked to look at the tip and the edges. Some observations could be taken further such as when the children noticed ‘the lines’ on the underside of the leaf could open up a discussion on the veins and what purpose they serve. Some further questions could be asked about observing the tree at different times to see which creatures visit early in the morning or in the evening. In the future we could further encourage children to look at the tree from a distance to get a sense of its shape. We could have also drawn attention to the variety of ants that were seen. A similar exercise could be done with other trees such as the Neem and the Peepal found close to the school. This could lead to comparisons between these trees. Have you used these plant charts in your classroom, library or during a nature walk? How was your experience as a teacher/facilitator? What was the response from the students? What questions did they ask? Tell us about your experience and share new ideas for taking these resources to different learners. Write to us at edu@ncf-india.org !

-by K S Devina An Educator's Diary #1 “Love is not patronizing and charity is not about pity. It is about love. Charity and love are the same. With charity you give love. So don’t just give money but reach out your hand  instead.” - Mother Teresa As a passionate solo traveler, I’ve traveled to lots of cities and villages, but it was when I started volunteering with the needy that I found the higher self within. In June 2019, I happened to go to Zangla Monastery, also known as Changchub Chöling, in Zangskar, Ladakh, in the Indian Himalayas. Zangla is a small village that is well known for its pristine beauty. I volunteered for the monastery and learned that “Deprivation introduces you to the genius slumbering within you.”  While teaching 25 nuns for a month, I got to know their survival issues as well as the gaps in their awareness. The areas where I was challenged most were quality education, health and hygiene, digital literacy, language arts, waste management, and the promotion of religion and culture. I strongly felt that I could not do much to resolve these issues in a short time. All I could do was navigate the problems and map possible solutions. I did not feel the sense of euphoria I usually do after volunteering at a place. Here my journey was to explore the new horizons that are accessible to the nuns of Zangla Monastery.  In spite of financial instability, I could not drop the idea of sharing the knowledge I had attained. I stumbled many times due to financial crises, but chose to crawl instead of stopping.  The year 2020, the lockdown year, brought lots of insights and wisdom that equipped me  better than ever. I planned a new curriculum based on the New Education Policy 2020 to  enhance the quality of education at the monastery. The objective was to prepare the students to face the world by combining modern education with spiritual teachings. Rote learning was to be replaced by experiential learning, role play, fun elements in learning, concept building, peer learning, and so on. With many events and programs in mind, I reached Zangla in April 2021 to bring about positive change. To ensure the students’ good physical and mental health, I introduced  morning yoga training. All the nuns attended classes and practiced yoga with dedication.  On July 6th, the birthday of H. H. the Dalai Lama, each nun took a pledge to integrate at least one teaching in their lives. That was the unique gift they presented to His Holiness, who always aspires to create compassionate human beings. After two months of rigorous training, we decided to display all our efforts, initiatives, and projects in an exhibition titled, “Our Culture, Our Identity.” All the nuns put in untiring and relentless effort to set up five stalls in the main bazaar of Leh, the capital of Ladakh. There, they displayed posters, stone inscriptions, manuscripts, yoga demonstrations, waste recycling projects, mandala construction, a quiz corner, origami, and a culture tree. The students’ exhibition was greatly appreciated and was reported in the local Reach Ladakh newspaper.  When we returned to Zangskar, we organized the same exhibition in Padum and Zangla to create awareness among the local people and encourage them to preserve their culture and environment. I had always wanted to elevate the quality of education in the monasteries, so the next event I planned was a teacher training program on Teacher’s Day, September 5th. The resource person was Rigzin Angmo, the activity coordinator at SECMOL (Students’ Educational and Cultural Movement of Ladakh), who guided the teachers in learning about contextual teaching. As an educator from Delhi, I walked the audience through the highlights of the National Education Policy 2020. I also introduced the attendees to creative teaching strategies they can implement to make the process of teaching and learning more effective. I demonstrated some pedagogical strategies to integrate art, experiential learning, sports,  and fun elements into the classroom in ways that are appropriate for Zangskar. At the end  of the program, the vibrant young students of Changchup Chöling Monastery presented a  song dedicated to the teachers. The event proved to be a great tribute to all the teachers as the leaders and changemakers of society. The nuns at the monastery were also guided in learning about waste management and  the segregation of waste materials. The young nuns along with the older ones cleaned the monastery compound. After segregating the waste, they reused plastic bottles for planting saplings. They used other waste materials, such as cello tape rolls, dish soap containers, and broken cups, and transformed them into useful things. The nuns of the monastery participated enthusiastically in all the activities, making the program a great success. We left no stone unturned in setting an example as ambassadors of cleanliness in Zangla.  The nuns of Changchub Chöling Monastery showed their genuine concern towards the  medicinal water sources near the village of Zangla. That these water sources have potent medicinal properties is evident from the number of people who become cured from many diseases after drinking this natural spring water. Unfortunately the same medicinal water is being polluted by visitors. Recognizing the danger, the nuns of the monastery decided to revive the medicinal water by cleaning the spring. On September 25th, they freed the area around the spring from chips wrappers, plastic bottles, clothes, chocolate wrappers, and other trash. They then placed dustbins around to help keep the medicinal water clean. In an effort to sensitize people to cleanliness, the students at Changchub Chöling Monastery organized a poster-making competition in Zangla. The monastery invited all artistic young people to express their imagination through painting and encouraged them to become changemakers. Students from 5 to 15 years old, from various schools around Zanskar – Karsha Gonpa School, Zangla Government High School, Dugjen School Photang, Pipiting Lamdon School, Rainbow Public School, and so on – participated to showcase their creativity. The event began with the lighting of a lamp and chanting, and was graced by the presence of several distinguished Buddhist teachers: Geshe Tsewang Rigzin, Gen Mingyur, and Gen Sonam. These teachers encouraged students to participate and develop their imagination.  An appealing song, “Mission Paani,” was performed by the students of Changchup Chöling to sensitize those who gathered to the importance of saving water. At the conclusion of the event, they mesmerized people with a beautiful dance performance that illustrated how to wash one’s hands properly. The guests appreciated the initiatives of Changchup Chöling Monastery to create a cleaner Zangskar. The young students propagated the message, “My dream India is a clean India.” Changchup Chöling Monastery conducted their Annual Debate Examination on October 9th. The monastery invited residents of all the other monasteries in Zangskar to be part of the event to help revive this valuable Buddhist tradition. The event was attended by people from different walks of life, who benefitted from the wisdom that Buddhist philosophy offers. The students of Changchup Chöling, who have been studying Buddhist philosophy for many years, currently under the supervision of Geshe Tsewang Rigzin, demonstrated their logical reasoning skills on topics such as Collected Topics (Düdra), Commentary on Valid Cognition (Tsema Namdel), orik etc. The debates were followed by a cultural program that conveyed the message of cleanliness, water conservation, environmental protection, and the importance of preserving one’s cultural heritage. Teachers and students shared their insights with the villagers and emphasized educating the hearts of the students, not just the minds. This event will surely uplift the mindset of the people and help them appreciate Buddhist philosophy and its relevance for current issues. The nuns at Changchup Chöling Monastery are doing their best to preserve and promote  their ancient Buddhist cultural traditions. To promote an appreciation of mandala art, the nuns at the monastery were given training in this richest visual aspect of Tibetan Buddhism.  A mandala is a symbolic image of the universe. Under the supervision of Geshe Tsewang Rigzin, the nuns are learning about mandalas for peace, mandalas for wisdom, mandalas for wealth, and so on. October 19th, the nuns took an examination on their study of mandalas to check their learning progress. All the nuns put forth their best efforts to present the beautiful mandalas they created and explain their symbolic meaning. This initiative helped to inspire and motivate the nuns and the local villagers to propagate the messages conveyed by each mandala. With this, the year came to an end but plans for moving forward to discover more ways  to benefit the monastery are just beginning. Just knowing that we are helping a neglected population make the world a more peaceful place is tremendously gratifying. It reminds us that “the best way to find yourself is to lose yourself in the service of others without expecting anything in return.” Believe me, you will definitely find a new and better version of yourself.  With each passing year I tried adding new projects as per the requirement of the nunnery. We began Digital and media literacy, vocational classes on Saturday, SEE learning (Social Emotional and Ethical), Bird Education and Environmental project in association with Wipro and Navikru foundation. For sustainable development and continuous flow of money, we started making cheese and paneer. We also made products using mountain herbs. We exhibited our work in Manali and Bangalore. The entire idea of this education is to amalgamate monastic education with secular and alternative education i.e "Education for Life". I strongly believe that my mission of growing leaders may not complete in my life time but I am sure that this torch would be carried ahead by my younger kids growing in my supervision. Note: A part of this write up was earlier published in Jamyang Foundation's Newsletter

-by Gousia Taj An Educator's Diary#8 “ ಮ್ಯಾಮ್, ನಾವು ಸಿಗ್ನೇಚರ್ ಜೇಡ ನೋಡಿದ್ದೇವೆ ” 19/12/25 ರಂದು ತರಬನಹಳ್ಳಿಯ 4ನೇ ಮತ್ತು 5ನೇ ತರಗತಿಯ ಮಕ್ಕಳಿಗೆ ಜೀವಿಗಳ ಮನೆಗಳ ಬಗ್ಗೆ ಕಾರ್ಯಾಗಾರ ನಡೆದಿತ್ತು. ಅದರಲ್ಲೊಂದು ಜೇಡಗಳ ಬಗ್ಗೆ ಬಿಂಗೊ ಆಟವಿತ್ತು. ಬಿಂಗೊ ಶೀಟಿನಲ್ಲಿ ಬೇರೆ ಬೇರೆ ರೀತಿಯ ಜೇಡಗಳ ಚಿತ್ರಗಳಿದ್ದವು. ಮಕ್ಕಳಿಗೆ “ಸಿಗ್ನೇಚರ್ ಜೇಡ” ಬಿಟ್ಟು ಇನ್ನೆಲ್ಲಾ ಜೇಡಗಳು ಸಿಕ್ಕಿದ್ದವು. ಆದರೆ ಮಕ್ಕಳು ಸಿಗ್ನೇಚರ್ ಜೇಡವೂ ಸಿಕ್ಕಿದ್ದರೆ ಚೆನ್ನಾಗಿರುತ್ತಿತ್ತು ಎಂದುಕೊಳ್ಳುತ್ತಿದ್ದರು. ಆಗ ನಾವು ಅವರವರ ಬಿಂಗೊ ಶೀಟುಗಳನ್ನು ಅವರವರಿಗೆ ಮನೆಗೆ ತೆಗೆದುಕೊಂಡು ಹೋಗಲು ಕೊಟ್ಟೆವು. ಹಾಗೂ “ಇಲ್ಲಿ ಸಿಗ್ನೇಚರ್ ಜೇಡ ಸಿಗಲಿಲ್ಲ. ಪರವಾಗಿಲ್ಲ, ನಿಮ್ಮ ಮನೆಯ ಹತ್ತಿರವೋ, ದಾರಿಯಲ್ಲೊ, ಅಥವಾ ಶಾಲೆಯಲ್ಲೊ ನೋಡಿರಿ” ಎಂದು ಹೇಳಿದ್ದೆವು. ಸುಮಾರು ಎರಡು ವಾರಗಳ ನಂತರ, ಎಂದಿನಂತೆ ಮಕ್ಕಳಿಗೆ ಪಾಠಕ್ಕೆಂದು ಕರೆಯಲು ನಾನು ತರಗತಿಗೆ ಕಾಲಿಟ್ಟಿದ್ದೇ ತಡ, ಮಕ್ಕಳು “ಮ್ಯಾಮ್, ನಾವು ಸಿಗ್ನೇಚರ್ ಜೇಡ ನೋಡಿದ್ದೇವೆ!” ಎಂದು ಜೋರಾಗಿ ಕಿರುಚಿದರು. ನನಗೆ ಒಂದೇ ಸರಿ ಭಯವಾಯಿತು. ಏಕೆಂದರೆ ಮಕ್ಕಳು ಯಾವಾಗಲೂ ನನ್ನನ್ನು ಗುಡ್ ಮಾರ್ನಿಂಗ್ ಮ್ಯಾಮ್ ಎಂದು ಹೇಳುವವವರು ಆ ದಿನ ನಾವು ಸಿಗ್ನೇಚರ್ ಜೇಡ ನೋಡಿದೆವೆಂಬ ಧ್ವನಿ ಕೇಳಿ ನಾನು ಬೆಚ್ಚಿ ಬಿದ್ದೆ.  A Signature Spider from Tarabanahalli School Campus ಆಗ "ಎಲ್ಲಿ ನೋಡಿದ್ರಿ?" ಎಂದು ಕೇಳಿದೆ. ಮಕ್ಕಳು “ನಮ್ಮ ಶಾಲೆಯ ಶೌಚಾಲಯದ ಮುಂದೆ ಹುಲ್ಲಿನಲ್ಲಿ ಕಟ್ಟಿದೆ ಮ್ಯಾಮ್, ಬನ್ನಿ ತೋರಿಸುತ್ತೇವೆ” ಎಂದು ನನ್ನ ಕೈ ಹಿಡಿದು ಎಳೆದುಕೊಂಡು ಹೋಗಿ ತೋರಿಸಿದರು. ಅಲ್ಲಿ ಹೋಗಿ ನೋಡಿದರೆ ಮೂರು ಸ್ಥಳಗಳಲ್ಲಿ ಸಿಗ್ನೇಚರ್ ಜೇಡಗಳಿದ್ದವು. ಆಗ ನಾನು “ಹೌದು ಮಕ್ಕಳೆ, ಇದೇ ನಿಮ್ಮ ಬಿಂಗೊದಲ್ಲಿದ್ದ ಸಿಗ್ನೇಚರ್ ಜೇಡ, ಇದು ಮಿಸ್ ಆಗಿತ್ತಲ್ಲ ಈಗ ಟಿಕ್ ಹಾಕಿಕೊಳ್ಳಿ” ಎಂದೆ. ನಾನು ಮಕ್ಕಳ ಮುಖದಲ್ಲಿ ಜೇಡದ ಬಗ್ಗೆ ತುಂಬಾ ಖುಷಿಯನ್ನು ನೋಡಿದೆ. ಅವರು ನಿಧಿ ಸಿಕ್ಕಿದಂತೆ ಸಂತೋಷ ಪಡುತ್ತಿದ್ದರು. ಈ ಉತ್ಸಾಹವನ್ನು ನೋಡಿ ನನಗೂ ತುಂಬ ಖುಷಿಯಾಯಿತು. ಕಾರ್ಯಾಗಾರ ಮಕ್ಕಳ ಮನಸ್ಸಿಗೆ ಎಷ್ಟು ಪರಿಣಾಮ ಬೀರಿದೆ ಎಂದುಕೊಂಡೆ. ಅದೇ ದಿನ ನಂತರ ಪಾಠದ ಅಂತ್ಯದಲ್ಲಿ ಕೀಟಗಳ ಪ್ರದರ್ಶನಕ್ಕೆಂದು ಟೇಬಲ್ ಸೆಟ್ ಮಾಡುತ್ತಿದ್ದೆವು. ಆಗ ಮೂಲೆಯಲ್ಲಿ ಒಂದು ದೊಡ್ಡಪ್ಪ ಜೇಡ ಬಲೆ ಕಟ್ಟಿತ್ತು. ಅದು ಕೈಗಳಿಗೆ ಅಂಟುತ್ತಿತ್ತು. ನಾನು ಪೊರಕೆ ತಂದು ಇದನ್ನು ಸ್ವಚ್ಛ ಮಾಡೋಣ ಎಂದೆ. ಆದರೆ ಮಾಳಪ್ಪ ಎಂಬ ವಿದ್ಯಾರ್ಥಿ “ ಬೇಡ ಮ್ಯಾಮ್, ಪಾಪ ಇದೂ ಇಲ್ಲೇ ಇರಲಿ” ಎಂದು ಹೇಳಿ ಅದನ್ನು ಹಾಗೇ ಬಿಟ್ಟು ಬಿಟ್ಟ. ಇದನ್ನು ಕೇಳಿ ಹಾಗೂ ನೋಡಿ ನನಗೆ ತುಂಬಾ ಹೆಮ್ಮೆ ಎನಿಸಿತು. ಜೊತೆಗೆ ನಾನು ಬಲೆ ತೆಗಿಯಿರಿ ಎಂದು ಹೇಳಬಾರದಿತ್ತೇನೋ ಎಂದು ಅನಿಸಿತು.  Children observing an ant carrying a dead insect. ಒಟ್ಟಿನಲ್ಲಿ ಈಗ ಮಕ್ಕಳಲ್ಲಿ ಜೇಡಗಳನ್ನು ಗಮನಿಸುವ ಆಸಕ್ತಿ ಹೆಚ್ಚಾಗಿದೆ. ನಾನು ಪ್ರತಿ ಸಲಿ ಪಾಠಕ್ಕೆಂದು ಹೋದಾಗ ಮಕ್ಕಳು ಮೊದಲು ಅವರ ಮತ್ತು ಯಾವುದೇ ಪ್ರಾಣಿ-ಪಕ್ಷಿಗಳು, ಕೀಟಗಳು, ಮತ್ತು ಮರಗಳ ಜೊತೆ ನಡೆದ  ಸಂಗತಿಗಳನ್ನು ಹಂಚಿಕೊಂಡ ನಂತರವೇ ಪಾಠ ಶುರುವಾಗುತ್ತದೆ. Spider made out of natural materials by the students Image credits - Priyanka Prakash, Aditi Rao Written by : Gousia Taj- Facilitator at the Fig Tree Learning Centre (FTLC). If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.

-by Aditi Rao An Educator's Diary #2 Teaching is often seen as a linear journey of knowledge transfer, but in reality, it is much more— a constant cycle of learning, adapting, and creating. Over the past few months, my journey as a Nature Classrooms’ fellow, exploring nature-based learning has been exactly that: a rollercoaster of challenges, small victories, and meaningful conversations that left me thinking about the deeper essence of education.   Students choosing a bird flash card for the icebreaker at HPS Sarkuli. One of my first sessions was at HPS Sarkuli, a rural Kannada-medium government school. Here, I introduced the Nature Classrooms’ pedagogy and resources to the teachers. Their concern was palpable—extra workshops meant more time out of an already packed schedule. But their suggestions to meet every Friday afternoon gave me hope. Even amidst their hectic routines, they showed interest in co-creating resources that connect the syllabus with nature. It was clear that any plan would need to respect their constraints and be deeply rooted in the local context. Then came the sessions with students—a chance to dive into the excitement and curiosity that often lies dormant in the classroom. I remember using bird flashcards as an icebreaker with the 5th and 6th-standard students at the same school. Their enthusiasm was refreshing; they spoke animatedly about hornbills and other birds they had seen. However, it was equally clear that their exposure to biodiversity was limited. They knew the common fruit trees but had little connection with the native trees or the stories they held.   Working with teachers, however, often revealed a different story. At N.H.S. Onikeri, my science teacher, Mrs. Mamata Bangle, welcomed me with open arms. Her love for teaching went beyond marks and exams, though she admitted the pressure to deliver results often stifled creativity. We brainstormed ways to integrate nature into her lessons, starting with the conservation of plants and animals. She reminded me of the importance of grounding educational interventions in the students’ realities—bringing in local examples and stories rather than distant places they could not relate to.   I also met with Mr. Deepak Gokarna, the Block Resource Person (BRP) for our region. His support has been invaluable. For weeks, I struggled to find schools and teachers willing to open their doors and try something different. Mr. Gokarna became the bridge I needed, introducing me to schools and encouraging teachers to explore new ways of learning through nature. Through him I got an opportunity to conduct a workshop for 26 language teachers. What struck me the most were the reflections teachers shared during the workshop. When asked how they connected with nature as children, the stories poured out. One teacher reminisced about collecting wild fruits as a child to bribe her teacher when homework was incomplete. Another spoke of swinging on a peepal tree with her cousins. Mr. Gokarna shared how living near a forest changed him, turning him into an ardent nature lover. These memories, so vivid and joyful, stood in stark contrast to their observations of students today. “Students consider parks as forests,” one teacher remarked. “They don’t know how to observe anymore.”   Teachers brainstorming a game plan to include nature learning element in the workshop . Despite the challenges, the teachers’ creativity and enthusiasm shone through. They came up with games that seamlessly wove nature into learning. A survival game to teach the food web, a “tag” game to identify plants, and even a cricket match where players asked and answered questions about birds. One teacher suggested planting trees in school to celebrate students’ birthdays—a simple yet meaningful way to connect them with nature. The creativity was infectious, and the room was alive with excitement. A Cluster Resource Person even came up to me after the session and said, “We rarely see teachers this relaxed and happy in these meetings. Thank you.” These conversations and sessions taught me valuable lessons. First, teachers are willing to adapt, but they need resources that align with their curriculum and respect their time constraints. Second, while students may lack direct exposure to nature, their curiosity is boundless when ignited. Third, the systemic challenges—pressure to complete the syllabus, lack of teacher training, and a rigid focus on exams—need creative, empathetic solutions that work within the system rather than against it. These experiences have shown an important lesson for me as an educator: collaboration is key. Whether it’s working with supportive teachers like Mrs. Bangle, engaging curious students, or receiving the unwavering support of someone like Mr. Gokarna, education thrives on connections. Nature, with its endless stories and lessons, can bridge many gaps, but only if we’re willing to bring it into our classrooms. Students trying to find my home town using the atlas book at Fig Tree Learning Center. I also realized that teaching is not a one-way street. The teachers and students I am working with are becoming my mentors, showing me what education could look like when rooted in joy, curiosity, and connection. Their reflections remind me why I started this journey in the first place—to help children and educators alike rediscover the wonder of nature, one story, one game, and one tree at a time.  As educators, I feel our role is to spark that first flame of curiosity, but the real work lies in keeping it alive. For that, we need the support of teachers, the enthusiasm of students, and a system willing to embrace the outdoors as a classroom. Nature learning is not just an add-on to education—it is its very foundation. I’m looking forward to creating more stories and memories from another wonderful school, HPS Panchalinga where I have started working now. And to share those moments and reflections with you. About the author: Aditi Rao, Fellow-Karnataka, Nature Classrooms Having pursued her Masters in Wildlife Conservation Action from BVIEER Pune, Aditi has shared a deep relationship with nature right from her childhood. Surrounded with the natural wonders of the Western Ghats, she quickly found herself drawn towards playing and connecting with nature. Since her undergraduate days, she has strived to bring her love for nature to children through various awareness and outreach programmes. As a Nature Classrooms fellow, Aditi is actively working to bring our nature learning framework and resources to teachers and educators in and around her home ground, Sirsi, and other towns in Karnataka. She is conducting training workshops on our approaches and pedagogies, building relationships with schools, teachers and educators, and co-creating culturally, locally relevant resources to further a connection, love and understanding of the local biodiversity.

-by Manjupriya Ayyanar & Maria Thomas An Educator's Diary#7 “Why are the birds out in the air instead of in cages?” This was one of the questions raised by a 12-year-old on seeing Vedanthangal Bird Sanctuary. We were there with students in grades 6 to 8 of a government school during the wetland walk back in February. Students engaging in bird-watching Care Earth Trust has been conducting nature-education sessions, campus tree walks, and local walks in the school for the past 2 years. This has helped to inculcate an interest among children to explore nature, leading them to request a visit to Vedanthangal, ultimately resulting in the birdwatching walk. The word ‘sanctuary’ had made them assume a zoo-like setting. They were amazed to see the majestic Painted Storks fly across the wetland in full freedom. The curiosity and keenness of the students to learn more about the flying creatures and their habits never dipped throughout the walk. The sight of familiar birds found in their locality made them realise the beauty, richness, and significance of their own village. The students were fascinated to witness mama birds feed their babies in close proximity with the aid of binoculars. They were curious to know about the making of nests and migration patterns and routes taken by these birds. One of the boys spotted and asked how the feet of different birds took different angles during flight. However, the walk was not devoid of challenges of its own, which ultimately helped us unlearn and relearn strategies employed while dealing with young minds. The students had travelled to the wetland in a bus and given that this was the first such excursion, it had been accompanied by music and dance. This added to their energies, which eventually peaked at the sight of the many pelicans and the solitary spotted owlet. Calming their high energies was no easy task, and we had to split them into groups and encourage them to identify birds from their basic features, such bill shape and colour, size of the bird, and other unique differentiating features. We couldn’t help but notice how the students were more focused on jotting down bird names from the signage installed across the pathway rather than experiencing the avian fauna in flesh and bones. This points out how the inherent drawbacks of traditional classroom learning programs shape the minds of students to rote learn rather than gain practical knowledge. Students engaging in bird-watching Ultimately, it was rewarding to witness the little ones creatively translate the knowledge gained during the walk to 5-minute demonstrations on nature conservation at the end of the event. We were glad to introduce the feathered beings in their natural habitats rather than in zoos, as imagined by the students. P.S. From one organiser to another, ensure to Conduct wetland walks during the peak of the migratory season.  Engage children in grounding exercises to calm their energies before starting the walk so that we can seize their attention better.  Consider showing some photos of the birding destination beforehand to set expectations and avoid being overwhelmed. Image credits - Ariprasath S, Project Associate, Care Earth Trust Written by : Manjupriya Ayyanar- Junior Research Associate at Care Earth Trust with a Master’s in Botany. Her interest area is research on freshwater ecosystems with an emphasis on microalgal diversity. Maria Thomas- Junior Research Associate at Care Earth Trust is an Economics graduate with Master’s in International Relations. She is passionate towards the cause of climate change with a special interest in water management and conservation. Contact the author: projects@careearthtrust.org If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.

-by Aswathi Asokan An Educator's Diary #6 “If we want children to flourish, to become truly empowered, let us allow them to love the earth before we ask them to save it. ” - David Sobel This quote often makes me wonder: for those of us working in the environment, nature education or conservation space, or even just any of us who, today, want to do something for the earth - did our journey begin out of a pressing need to fix the world, or did it stem from a plain, pure love and awe for the natural world around us? Perhaps one led to the other? Maybe it was something completely different? Kids from my neighbourhood on a wilderness walk where I grew up. PC: Srividya V. My connection to nature started around primary school, simply by some enthusiastic people showing me the birds and insects around me. I really wondered why they were telling me all this, but it was pretty fun, so I kept going. They showed me how everything that flies is more than just a bird– that there are hundreds of kinds of insects, trees that stand tall for centuries, and others that grow by hugging their companions. They showed me how incredibly diverse, colourful, and adaptable nature is, with so many behaviours, calls, and seasons. Slowly, I realised there's so much happening in nature, and somehow, I wanted to know more. The more I learned, the more I loved it - both being around it and exploring it. And the more I loved it, the more I wanted everyone around me to experience that same wonder. That's when I finally understood why those enthusiastic people, when I was a child, wanted to share all of this with me. A full circle, if I may say so. PC: Aswathi Asokan. Fast forward to more than a decade later, June 2025.  I led a coastal ecology and journaling session in Chennai. The group consisted of eight adults over 30 and one vibrant 11-year-old, presenting a unique dynamic for a "shorewalk without a beach" in Chennai. My initial concern about balancing engagement across such a broad age range quickly dissipated, largely due to the enthusiasm of our youngest participant. This 11-year-old was the fastest, most energetic, and most inquisitive participant during the entire session. She completed her activity sheets faster than the adults, asked insightful questions, and her infectious energy even inspired her parents and brought smiles to the faces of other participants.  The moment that stuck with me unfolded during our closing discussion on "Why are sandy beaches important for Chennai?". While the adults were exploring more practical ‘infrastructural or wave protection’ type answers, she, with an effortless clarity, responded: "Where else will the Turtles go lay eggs? Where will all these snails and shells live? And if not for beaches, how will we get to see them?"  Her answer made my day. It revealed an inherent, intuitive understanding of ecological interconnectedness that had evidently not clicked with the adults. This child, however, instinctively centered her understanding on the non-human inhabitants and the shared experience of witnessing them. This is what guides my philosophy in my work as an educator. What I’m most passionate about is crafting engaging experiences that bridge the gap between people and the natural world, and what I've observed time and again is the sheer, unadulterated curiosity of children. They approach every leaf, every shell, every ripple in the water with a fresh perspective, asking questions that often make adults pause and reconsider. My approach with them is almost entirely centered on fostering that pure sense of wonder and making it a joyful exploration. With adults, while equally enthusiastic, the approach often shifts. I find myself subtly weaving in elements of conservation advocacy, drawing direct lines between ecological health and human well-being. I’ve told myself that it’s about providing a rationale, a compelling reason for engagement, often appealing to an extrinsic motivation- the need to protect something due to its immediate human relevance or impending crisis. This contrasts sharply with children's intrinsic motivation, where pure fun and discovery is what takes the front seat. The youngest of the group, with her infectious energy and enthusiasm throughout the session. PC: Aswathi Asokan. This highlights a critical aspect of human learning and perception at different stages. Children, often operating in Piaget's ‘preoperational’ or ‘concrete operational’ stages (1) (between the ages of 4-12) perceive the world with a directness and an unburdened curiosity. Their idea of nature is less compartmentalized and more inclusive, allowing for the natural development of empathy towards other living beings and fostering a deeper sense of biophilia- our innate tendency to connect with other forms of life. Adults, with our accumulated knowledge and societal conditioning, often approach environmental issues through a more human-centric lens, sometimes overlooking the intrinsic value of other life forms. We seek more cognitive and utilitarian connections, over simply connecting through wonder, joy, and sensory experience. My journey engaging diverse age groups has consistently highlighted this divergence, often revealing a profound empathy gap that is best addressed early on. In a world increasingly dominated by screens and urban environments, these observations only reiterate how crucial this early, intuitive connection developed during childhood (2) is to foster values and empathy towards nature- a foundation that is crucial for a lifelong love and stewardship for the planet. It also takes sensitive, curious, and empathetic adults to nurture and help these childhood values carry into their adulthood as they grow. While it’s always possible to cultivate these connections in adulthood, the pathway often requires a conscious effort to dismantle pre-existing notions and re-ignite that primal sense of wonder. Only from building that pure curiosity, wonder, and love back up from scratch can we empower individuals to perceive the natural world not just as a resource for human needs, but as a living system to which we belong, and for which we hold a profound, heartfelt responsibility. Discussing different shells and the most bizarre questions about them, with a curious 7 year old. PC: Nikkitha Terasa I leave you with these questions that I ponder about everyday. How do we ensure that every child has access to free play, exploration and space for curiosity in nature? How do we, as adults, dismantle years of conditioning, to allow this sense of wonder in us? And how do we adults ensure that we co-learn with children, in opening ourselves up to child-like wonder and curiosity, while giving children the space to grow to, and through it as well? “If I had influence with the good fairy who is supposed to preside over the christening of all children I should ask that her gift to each child in the world be a sense of wonder, so indestructible that it would last throughout life as an unfailing antidote against the boredom and disenchantments of later years, the sterile preoccupation with things that are artificial, the alienation from the sources of our strength.”  - Rachel Carson, ‘The Sense of Wonder’ Written by Aswathi Asokan Aswathi is a nature educator, curriculum developer and enthu-cutlet, who believes that the stories of shores, tides, spiders, and trees need to be shared with everyone around her! She currently works as a Coordinator (Resources, Curriculum Development, Outreach) at Nature Classrooms and as a Fellowship Operations Associate at YouCAN. References Bazhydai, M., & Westermann, G. (2020). From curiosity, to wonder, to creativity: a cognitive developmental psychology perspective. In A. Schinkel (Ed.), Wonder, education, and human flourishing. (pp.144-182). Amsterdam: VU University Press. Chawla, L. (2015). Benefits of Nature Contact for Children. Journal of Planning Literature , 30 (4), 433-452.   https://doi.org/10.1177/0885412215595441  (Original work published 2015) If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.