Donna MurphyA Special Education teacher with 3 decades experience as an educator. Not until the CT River Navigation exploration trip, I can honestly say that I have never had a true appreciation of the CT River or the awareness of its beauty. Being an avid boater for years, I have only seen the CT River as a means to my family’s favorite vacation designations. When motoring on the river, I would often be relaxing with a book, socializing or enjoying the sunshine. When behind the helm, I was always focusing on the navigation equipment trying to keep steady on the charted course; as a result, I neglected to pay attention to the entire natural wonders that the CT River had to offer. Now, I am eager to foster a connection and appreciation between my scholars and this majestic river that is apart of our school community. By developing and implementing a lesson plan that utilizes the CTRA/Goodwin College research vessel and licensed captain will help heighten my scholars’ learning and respect of this great water source. This exploration will allow my scholars of different skills levels to be equally engaged in the learning experience by gathering information through all their senses. As my scholars explore the CT River and I guide their inquisitive minds, they will be able to create a mental image of the river’s natural beauty and develop a sense of pride and ownership. Scholars will also see the threat that garbage has on the river and the impact it has on our wildlife and environment. This visual experience will enable my scholars to understand that they can be an important part of the solution by implementing actions at school, home and in their community that will help to sustain their community river and its natural resources.
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AuthorWrite something about yourself. No need to be fancy, just an overview. As the lily pads brush the bottom of the canoe in the brief pause between strokes of the paddle, I am reminded of John Cage’s 4’33” and the symphony of “silence” that is available to us anytime we choose to listen to it. When one becomes present to the stillness of the world, we invite stillness in side of ourselves. This internal quiet gives us the opportunity to experience a different reality as our senses come into focus. We are able to see a world that is often hidden to us because of our drives to achieve our goals. Yet, when we are able to put aside those drives we find a wholly different world. A deeper clarity emerges and we start to notice the things in a different way, for it is those “empty” spaces of silence that enable great things to occur. Not through any action on our part, rather the simple awareness of the world can have a profound affect on our perceptions, often causing us to act instead of react. This gift of silence, of listening to those things that we often ignore, is often a gift that we give to our students when the curriculum is secondary to the relationship, when the lesson is secondary to the person, when the words spoken are secondary to the words not spoken, when the anger expressed by a child is secondary to the pain that child is experiencing. This gift of internal stillness enables us to remember that we are teaching children and not a subject, that we are guides on a journey of exploration and not performers on a stage, that we are first and foremost human beings that are broken in our own unique way and not a perfect example for someone to emulate. When we own our truth, when we quiet our soul, when we open our self to possibility, when we function from a place of abundance rather than a place of lack, it is then that we truly become guides to children to find their own silence, their own path, their own life.
Lisandra RosarioSpanish Teacher entering her 8th year at CT River Academy
I love being a teacher. In high school, however, I didn’t know I wanted to be a teacher. I wasn’t even fully aware of what my options were for the future. It wasn’t until I was in college that I started to figure out a career path. One of the many joys of this profession is seeing the “a-ha” and the “I didn’t know I could do that” moments. I had many on this trip and wondered how I could bring it back to the classroom. What if we could facilitate learning in such a way that our scholars are inclined to think the unthinkable and go out in the world with a bit more confidence and knowledge about their future? How can we make the profession of studying the Connecticut River accessible to a scholar whose life experience doesn’t include nature? I decided to ask our guides about their life-map: What is your title? How did you get here? Did you know you wanted to be this in high school? Perhaps their answers would facilitate an epiphany in me of how to make these professions accessible to our scholars. One of our guides, Lucie, shared advice given to her by her own high school teacher: It’s not what you want to be when you grow up, but rather what are you interested in now and go study that!! Each time she found an interest, she remembered her teacher’s words and studied until she found her current and most fulfilling role as our outfitter on the Connecticut River. Lucie also had a partner, Sonia, who decided later in life to change careers and follow her desire to work outdoors. Sonia initially worked as a physical education teacher among other roles, despite her reservations about working indoors. She knew she wanted to work outdoors, but didn’t know how to go about it. These women are incredibly lucky to be able to pursue their passions and change careers, but I wonder how different things may have been had they started in this profession from the beginning? I kept wondering how could I get my scholars interested in environmental jobs earlier in life, or about careers that may not be represented in their immediate environment. Perhaps I simply just need to facilitate the epiphany. Encourage their interests until their own experience leads them to: “Oh, I could do this as a career in New Hampshire one day!” moment. Lucie Villeneuve Thank you for letting us guide you into the wild areas at the headwaters of the Connecticut River. We, ourselves, love teaching motivated learners! Teachers, such as yourself, who reach out into the real world, have a lot to offer scholars. I admire your team’s interested in exploring the Connecticut River system and I think it's a great way to inspire young people to get to know and care about natural environments which will help them make sustainable decisions in the future. We are lucky to live during this era when many individuals and organizations take action to serve and protect our planet, with many tracts being in our backyard (and in your case, upstream!). I especially appreciate the U.S. Fish and Wildlife's National Wildlife Refuge System that plays a key part in maintaining wildlife habitats for many trust species like migratory birds. Seeing the water lilies, fir trees, beaver dam, cedar waxwings, great blue herons, osprey, and the bald eagle was a good reminder that life, land, and water are all connected. The Planet thanks you for passing on good works. Keep it up! Tony RoySocial Studies Teacher and Founding Staff Member at CT River Academy. When we started the Connecticut River Academy in 2010 we set out on an endeavor to create a school like none other. We are a "Sheff" school with an environmental and early college focus. Basically, this means that our school was created to reduce racial isolation and prepare our students for college and to be stewards of our environment. During those first 10 days of planning, when we were supposed to take this grand idea and determine how to implement it, we talked about taking an interdisciplinary approach. The research said that interdisciplinary pursuits made the abstract come alive in the classroom, provided opportunities for inquiry, and prompted students to take action on real-world issues. Quite honestly, however, we were not able to live up to this ideal. Regardless of repeated attempts, there was little progress made on this front. Sure, we had some assignments that were teamed up between two disciplines, but we have yet to attain a truly interdisciplinary curriculum. For years I struggled with this. I could not understand why as it seemed so easy, especially since we have so many talented and dedicated educators, we have a wealth of resources, and we are situated on the CT River, a wonderful classroom in itself. The Fund for Teachers trip opened my eyes to the solution and the possibilities. For one, I realized that even though we work at the same school, we have wide-ranging personal experiences and backgrounds. This, of course, shapes each individuals objectives when creating courses. Furthermore, not one person had the same set of background knowledge. I realized that several educators were not aware of the etymology or meaning of the word, "Connecticut," (long tidal river) and some were not sure which direction the river flowed. This doesn't take into consideration what skills and content knowledge each individual believes is best for our students to know in preparation for college, career and civic life. As we progressed through our experience together, our ideas began to coalesce. There was a certain power of collectively experiencing place. Suddenly, we were seeing connections and speaking a similar language. One major point of discussion was how could we bring this experience back to our school so others could benefit. We contemplated a trip for students mirroring our experience. We discussed getting other adults on board by experiencing place through excursions. We also discussed our cohort of teachers taking additional canoe trips from our school so that we could keep the momentum going. All in all, this would not have happened without the Fund for Teachers experience. Now all we have to do is make this dream a reality. Tanya BynoeBiology teacher entering her second year at CT River Academy. I grew up on the small island of Barbados where I acquired a strong fascination of animals. Every summer I stayed with my grandmother who was a farmer. During those special times I gained the experience and knowledge I so desired as a youth. I moved to Connecticut, became a Biology teacher (who would have thought?), and made it to the lovely Room 222 at Connecticut River Academy. During my first year there, I applied for the Fund for Teachers grant along with some colleagues and we were permitted the opportunity to do some research of the Connecticut River’s headwaters. How beautiful!...How unspoiled...How diverse!...How different!! So many thoughts ran through my head as I drove up to New Hampshire. There was no way I could have imagined what this experience would be like and it was only the beginning. On day two I took a step further into the life of a true explorer of nature...an outdoors lady…I was about to go on the River…on a CANOE!!! Me…the island girl who only knew about glass bottom boats and jet skis. What an experience!! As we paddled along I was amazed to see the diversity of the environment, and the different habitats of the animals my students researched in the classroom. This was nothing like what I was used to and I imagined how my students would have made immediate connection. I saw Canadian geese nesting, the great blue heron gliding across the lake, tiny dragon flies hovering over my head and let’s not forget the beaver dam which stopped us in our tracks. If this was not enough, I even observed and gained knowledge about the trees and how they sustain this environment for those organisms to survive. I am ready to see what else is in store for us! Donna MurphyA Special Education teacher with 3 decades experience as an educator. The first day of my adventure, I was confronted with a challenging task that took me out of my comfort zone. The 1.5 mile hike to Lake #4 became a strenuous endeavor. The well-groomed and traveled hiking trail that I envisioned turned out to have multiple steep rocky inclines that were often slippery due to the muddy terrain. I was mentally and determined to see the first water source of the CT River but my left leg was not up to the task. With the physical and emotional support of my fund fellows, I was able to complete the hike. The fund fellows’ team work and persistency is something that I will always remember and be grateful for their support. Robin CarrierAn Environmental Science Teacher who grew up in Germany. “Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover." ~Mark Twain I have learned so much in the last three days while on the Fund for Teachers trip to New Hampshire on the Connecticut River. I had never canoed before and I had a river guide help me understand how to paddle. This moment is captured above and it makes me think of the quote by Mark Twain. I was able to cast away my fears and stepped into the unknown. I knew that I would be frustrated if I did not try and the fear of failing was weighing heavily on me, but I persevered. I thwarted my panic of learning something new and found out that I love canoeing and how exciting it is. Tony RoySocial Studies Teacher and Founding Staff Member at CT River Academy. I grew near the Connecticut River. Weekly, I would drive over the river and through the woods, you guessed it, to grandmother's house. I remember the hum of my dad's tires as we drove over the steel bridge past the paper mill in Windsor Locks, Connecticut. The bridge was a rusted relic of a bygone era that crossed both the river and another relic, the Windsor Locks Canal. Once when I was about 12, my father and I canoed the 25 miles from Enfield to Glastonbury. It took all day. It was dark when we pulled out. The aluminum canoe flowed over the Enfield rapids and slugged along as we hit the dredged out part of the river beginning in Hartford. I guess this was my first experience with understanding the importance of place. Little did I know, I would help found a magnet school on the banks of that very river. Now the views from my classroom are a panoramic of the river and the surrounding valley. Everyday I reflect on the serenity of the river and how this body of water connects nature and the built environment in the CT River Watershed, all four hundred miles of the CT River and the millions of acres encompassing the watershed from the Fourth Connecticut Lake to the Long Island Sound. With support from Fund for Teachers, I hiked from the border crossing to the Fourth Connecticut Lake with anticipation. Traversing the narrow, rocky, and often muddy trails with my colleagues was a rewarding challenge. We climbed, slid and collaborated so we could all make it to our destination. This was our pilgrimage, the lake was our promise land. After the 1.25 mile trek, we laid our eyes on the headwaters of the CT River. My eyes welled. Just the day before my wife and I canoed the lower section of the river. I was overwhelmed by the tranquility of that place. I broke from the group and hiked along the circumference trail alone. I just needed some time to take it all in. This lake represents oneness and connectivity. I cannot wait to share this experience with my classes. Michele saulisCTRA's Environmental Science Magnet Theme Coach We arrived on Monday, August 14th eager to explore and learn. Our first outing was a hike up to CT Lake #4 the start of "our river". It was a challenging climb for us because it was steep (about 500 feet in one mile), slippery and narrow. It was also humid and buggy. We learned we were going to get dirty, sweat and be inspired at the same time. Lucie and Sonia, our guides from Outdoor Escapes taught us some hiking techniques, conservation practices (stay on the trail even if it is muddy), and some botany (don't eat the blue lily berries). This is Steve Agius, a US Fish and Wildlife Service member. He came to our cabin on Tuesday, August 15th to speak about his work in managing the conservation land in the northern section of the CT River watershed. He is showing us a map that highlights the US Fish and Wildlife lands and then he spoke about his work with the Silvio O. Conte fish and wildlife refuge in the Nulhegan Basin Division in Vermont. (He drove two hours to visit us!) We learned that the refuge is unique because it is the only watershed refuge in the country. His greatest challenges are managing the information for a decision to run high power electric lines through the area to service Boston. There is great opposition to this. He also is balancing the issues related to clearing forests. We also had a local author, lumber businessman and activist, John Harrigan from Colebrook, NH visit us. We learned from him that the price of lumber at the saw mill was better in Canada than in the United States. We also learned about his passion to keep this area beautiful and he is working hard to not have any electric power towers built here. On Our way homeWe had beautiful weather all week, but we did have to pack our vehicles and drive home in the rain. This picture shows the entrance to our lodging at the Cabins at Lopstick. We enjoyed the Kiley Cabin's views of CT Lake #1 from the living room, the large kitchen to allow for community dinners and great location for our outdoor adventures. We stopped at Hanover, NH for lunch at the Canoe Club Bistro. We were happy for the warmth of the restaurant, the memories of our great adventure and the thoughts of being home with our loved ones in a few hours. The busy environments of Montreal and Hanover were a drastic change from our outdoor adventures and tranquil cabin. |