Summary

The article "Listening to Leaves" discusses the transformative impact of a nature-based learning activity on a child's engagement and a mother's hope, emphasizing the importance of recognizing and catering to individual learning styles.

Abstract

The narrative centers on a child at Green School Bali who struggled with traditional classroom learning but found a profound connection during an outdoor lesson where students were encouraged to select objects that resonated with them. This exercise, aimed at nurturing the child's emotional and spiritual self, led to an unexpected breakthrough when the typically silent child shared his experience with his family. The mother, moved to tears by her son's newfound enthusiasm, realized the power of alternative teaching methods that align with a child's unique learning preferences. The article argues for a shift away from rigid, one-size-fits-all educational systems, advocating for more holistic and adaptive approaches that recognize the diversity of learners. It suggests that such methods can lead to improved engagement, not just in education but also in professional environments, and ultimately result in a more fulfilling learning experience.

Opinions

The current education system often fails to acknowledge the unique ways in which children learn, leading to a lack of engagement for many students.
A holistic learning model that balances intellectual pursuits with spiritual and emotional development can significantly enhance a child's educational experience.
Institutionalized learning and work environments tend to favor non-adaptive teaching and management methods, which can hinder the learning process for those who require different approaches.
Nature serves as a powerful teacher, offering lessons in patience, understanding, and various academic subjects, and should be integrated into educational practices.
Parents and educators must be willing to change their teaching methods to accommodate the diverse needs of children, rather than expecting them to conform to a standardized mold.
Recognizing and embracing the differences in children's learning styles is crucial for their academic and personal growth.

Listening to Leaves

How one lesson transformed a child’s learning and a mother’s sense of hope

“Come forth into the light of things, let Nature be your teacher. ”

– William Wordsworth

Learning with the Heart

Children are like snowflakes.

They are beautiful and precious, no two are alike. Children are uniquely different. And subsequently, they learn differently.

Why then do we generally accept a codified education system that ignores the uniqueness in children and is content with only a small number of children succeeding?

A few years ago at Green School Bali, where I was the former Director, a child was struggling in a Primary class. He wasn’t engaged or interested in the projects or material although the teacher was well-liked and respected. Each night the child would go home and the parents would ask the boy and his brother how school was that day. One would respond with excitement. The other, while still a happy child, would say nothing.

One day the teacher led the class on an outdoor exercise. The teacher asked each child to quietly walk about the grounds and if they saw any object that was of interest or resonated with them to pick it up and hold it to their chest. If they felt something then they could keep the object. If not they were fine to just put it back and enjoy the day.

The exercise was an exploration of assisting a student to connect with their secular spiritual self, their inner voice, intuitive sense. It is part of the school’s holistic learning model to balance the time spent between the intellect and the spiritual/emotional aspects.

Listening to Leaves

That evening at dinner the mom asked the children how their day went. As usual, the one brother shared his day in detail. The parents, knowing their other son wasn’t going to respond, turned back to their plates.

“We went outside and found objects that spoke to us,” said the usually quiet boy.

The parents were stunned. The mother cautiously continued the conversation.

“We walked around and picked up leaves and sticks and stones. We’d hold them to our heart. I found a leaf that talked to me,” he said. “It was really fun. I had a nice day.”

The mother stared at her son.

The dad listened intently.

“Maybe we can go outside after dinner and I can show you what we did?”

The mom broke down in tears.

Building Bridges of Interest

Everyone learns differently. Learning also does not stop with formal education but continues into the work environment. Yet institutionalized school and work typically pursue non-adaptive learning methods. A child who needs more physical interaction and a visceral understanding will eventually struggle in a corporate environment where they are forced to listen to a leader dictating instructions. But a simple change of approach by that leader to visually present her ideas on a whiteboard and engage the listeners could have a profound effect.

We don’t like to change the way we teach, however. Teachers and managers tend to present in the way most comfortable to them and they have little interest in changing their habits. They want their “students” to adapt.

Students and staff who understand what is being taught or shared are considered smart. Those that don’t are considered stupid or resistant.

We see this in the home with our own children. With one child we can offer a simple verbal request and with 99% confidence, the task will get done. With the other child, we can tell them again and again and with 100% confidence, we know the task will never get done. Yet we continue to ask and continue to be disappointed. So why not change our teaching methods? What if we posted a list on their mirror, sent a WhatsApp message, or simply gave them a hug as we asked them?

The child noted above wasn’t interested in reading about or being lectured to on a particular subject. The child required a different connection to the world, one that wasn’t coming through intellectual pursuits. That isn’t to say the mind should be ignored. But if a bridge can be built at first around a genuine interest and connection then that can lead to developing other interests. Development stages are also temporal and children will respond differently as they age.

Breaking the Mold

Nature is a powerful teacher. We can learn everything about the world in a forest. Trees and leaves can speak to us, guide us on our paths in life. Nature teaches us patience, understanding, observation, kindness, connection, biology, science, math, and history.

Classrooms are usually square, closed-in spaces with a few windows. The same people who build the schools are the same ones who build the hospitals and prisons.

Stepping out of these places is important for a child’s learning and understanding of the world.

Life is busy. The world would be easier if we could simply send our kids to school and then have them come back happier, wiser, and healthier. Life is not that simple, however. Life and learning involve nuance and subtlety. Our children do not come from the same mold. We cannot teach them in the same, cookie-cutter fashion.

Let’s listen to our children, be patient, and understand. Let’s make sure we and our teachers acknowledge the differences in our young people.

All we have to do is listen to them.

And if that isn’t enough then ask the leaves.

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