Problem solving our outside space

We built the space, we were excited be outside but sometimes it is harder than it seems.  We spent some successful time outside but soon we realized that we needed to rethink a few things to make it work much better.  We decided to come back inside to discuss what the class felt were two major problems.

First: The Cold

Our discussion led to many suggestions and a new way to go about using the space.  Here are the main points:

• Decide the day before, so everyone would be prepared for cold temperatures.
• Take the temperature, if it was less than 35 degrees we would not use the outside classroom, also we would stay inside if it was raining or snowing.
• During cold days - only have active things to do.
• One suggestion was that if you didn't have the right clothes that you wouldn't be able to go, but the class decided that it was everyone's responsibility to dress appropriately.

Second: The group shelter.

A group of boys had built a group shelter but were having a hard time working without getting distracted - they felt they needed more space.  The class decided to help them brainstorm some ideas:

• Build out from the space along the logs
• Add in small nooks
• Add in more seating areas

This was the most successful discussion we had had all year.  Our umbrella project is relationships and we have been focusing on community. When building their own community, the students had strong ownership and were determined to make their space work.  Students were able to voice their concerns knowing that their classmates would make helpful suggestions to try and solve the problems.  This is the beauty of empowering the students.  I could have said, well it is too cold, lets leave it until the spring, or the group space isn't working, go to individual spaces; but giving the children the safety and power to work on these very real problems, to give them the time and space to investigate them, they came up with ideas for workable solutions.

Building the Community Space

Everyday I hear "Are we going outside?"  Ever since this idea got started the students have been eager to work on their outside classroom and to be in the forest.  Our latest challenge was to build a community space to gather as a class.  Once again the students took on the task with gusto.  As I was reflecting on the learning that took place in building the community triangle I was amazed at the amount we accomplished in such a short time.

This is what we did:

We measured the space. First by measuring the inside space using a variety of measuring tools, including a new one, the trundle wheel.  We measured using both standard and metric units and found both the dimensions and area of the space.  We decided on a triangle with 15 foot sides.  We needed 15 seats and a triangle has three sides - 15 is divisible by 3!

 We needed help to cut the wood.  A small group of students wrote to Pippin, using a strategy they had learned previously while writing e-mails to other faculty.

 The students then designed the benches. They had originally thought about making stools but decided to change to benches as then more people could be invited to share the space.  At 15ft long, the children worked out they would have 3ft each!  They then sketched their ideas and made scale models using natural materials.  Using a handsaw was an introduced skill, and the students used tools they were already familiar with.  After conferring with Pippin a design was chosen.

 We then began to gather the trees.

 The students measured 15 ft lengths for Pippin to saw.  

 Then they had to really work together to carry those heavy logs and place them in the space.

The students took it in turns to steady the log and saw off rough patches to make the benches smooth to sit on. Then the supports were then placed to keep the logs off of the ground.

 While all this was going on, a team of students got together to clear the path from the classroom to the entrance.  This was a spontaneous action, decided upon by that small group.  A good example of initiative and leadership.

 Our finished space!

We can't wait to use it!

Building our outside space

Today we acted upon our idea of an outside classroom and went to investigate an outside space.  The students loved it and immediately wanted to personalize it.  They set to work clearing leaves and moving sticks to create and build personal work spaces.  I was impressed with the ease of their work. Everyone was fully involved. They discussed options of placement, use of materials, ideas for shelter and ways to build. I noticed students taking on leadership roles, giving constructive advice and helping each other create the perfect space.

We only stayed for about thirty minutes and not one was wasted - as we reflected,  the students expressed how they enjoyed the freedom of designing their space in a place of their choice.  Even though there was lots going on, they felt a calm and a quiet in their work.

It was interesting for me to notice the importance to the children of creating their own personal space, a community space was not a focus today. When I mentioned this they seemed to think whole class space was an easier task, it was the personal spaces that needed the most work.

After the first five minutes - no-one mentioned the cold, and when I suggested going back to the classroom they asked for more time outside !

The Other Way to Listen

Our 4th grade classroom thrives on social interactions, the students enjoy activities that involve moving around and working with each other.  They discuss their ideas freely and love to bounce their thoughts off of each other.  The classroom is always buzzing and rarely quiet. So, I was really surprised at the students' response to Friday's forest lesson.

We had read Another Way to Listen by Byrd Baylor earlier in the day, and the students wanted to experiment in the forest with quiet listening themselves.  They wanted to test whether you really could listen to rocks and trees and sand.

All the students picked a spot, be it lying on a rock, sitting over the creek or up in a tree and they listened.  I thought we'd be able to handle it for just a few seconds, but I was wrong.  In fact, we were all surprised when it came time to come back to campus.  The students listened so hard that one said she heard an ant walking across a leaf.  Even I heard the gentle sound of a leaf drifting to the ground.

They noted in their field notebooks that:

"I heard nature crawling and swooping around me."

"I heard the wind whispering to me."

"The highway sounds like a war has just started and one team is roaring. The trees are saying shhhhhhhhhhhhh to the roar. "

"The water is scared."

When we returned to the classroom we reflected on our afternoon.

"I thought that the experience was wonderful."

"It was so peaceful and quiet."

"I loved it, much quieter"

"Can we do it again?"

So this really led me to thinking.  How could I incorporate this feeling of calmness into our day?
Did the students need this sense of calm more than I thought? I had so many questions on where to take this experience.

Could I create a classroom space that reflected the feeling of the forest - bringing that outside space in.

My ideas were full of spaces full of natural colors and materials, a sort of inside forest.

I happened upon Sara and told her about my experience.  Sara told me that when this class had been in preschool they had much preferred to work outside than in. I wondered if I could try this again in 4th grade. Could we adapt our work so that sometimes during the week we could be outside?
It would be perfect for science as our focus is geology.  I remembered a day a couple weeks ago (in an earlier post) when the students chose their work for our forest afternoon, many chose literacy and seemed very content working in shelters others had built. Math, outside?  Well, yes I believe we could do that.

I started to think this could be something we could do.  Would a mix of inside and outside be beneficial to my group?  I am so lucky to be working in a school where this would not be considered unusual.  That we are able as teachers to adapt our environment to fit the needs of the students.


So on Monday, we'll follow up with our Friday forest day and I'll ask the students what they think?
We may be needing our cozy coats and boots more often than we thought.