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EcomEntors program handbook
EcomEntors
program handbook

EcoM E ntors Progra M Handbook

Contents

EcoM E ntors Progra M Handbook Contents
EcoM E ntors Progra M Handbook Contents

contEnts

3

Welcome To ecomenTors

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secTion 1: All AbouT ecomenTors

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secTion 2: ecomenTors cerTificATion

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secTion 3: TeAching & fAciliTATion Tips

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secTion 4: environmenTAl educATion resources

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ThAT’s All folks!

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Appendix A: suggesTed resources

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Appendix b: ecomenTors professionAl code of conducT

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currenT sponsors

EcoM E ntors Progra M Handbook

WelCome to

eComentors!

EcoM E ntors Progra M Handbook WelCome to eComentors!
EcoM E ntors Progra M Handbook WelCome to eComentors!

WElcomE to EcomEntors

M Handbook WelCome to eComentors! WElcomE to EcomEntors This is where to put captions, explanations, blah

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Hello tHere!

Welcome to the EcoMentors Program, we provide training, support and rewards for youth volunteers to deliver environmental education activities to groups of young Canadians.

Youth gain valuable work skills and experience, fulfill volunteer requirements, explore career choices and get a cool reward package! The groups of peers and young people that you work with will receive fun, informative and engaging lessons, activities and workshops dealing with important environmental topics and issues.

This Program Handbook will help you to understand the “ins and outs” of the EcoMentors program. It will prepare you to work with various groups of young people and guide you through the design of your own environment themed activities.

If your goal is to work in solidarity with other young Canadians to increase awareness and positive action around environmental issues… Then you’ve chosen the right program!

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Progra M Handbook seCtIon 1: all about eComentors sEction 1 : all about EcomEntors 1.1 What

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1.1 What is EcoMEntors?

Earth Day Canada’s EcoMentors program trains youth from across the country to deliver environment–focused workshops, lessons, activities, and games to their peers and groups of other young people in schools and other community settings with the goal of raising awareness and encouraging positive action around a wide range of environmental is- sues. EcoMentor youth gain valuable skills and experience, fulfill volunteer requirements, explore career choices and get cool rewards! The groups of peers and young people that EcoMentors work with benefit from an energetic, enthusiastic young mentor to provide input, guidance and assistance in the exploration of environmental topics. The EcoMentors program also creates an opportunity for unique relationships to grow between different groups of people including youth, children, educators, and community service providers.

1.2 What Will i bE doing?

As an EcoMentor, you will work directly with groups of Canadian youth and children—wherever they might be; in schools, environmental clubs, youth groups, community organizations, afterschool programs, etc. You will be planning and facilitating environmental workshops, lessons, and activities. For example, you could take participants outside on an exploration of the natural areas near in their community, or facilitate a debate exploring different perspectives on a controversial environmental issue.

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You could work with a youth group on planning a community project like a community waste exchange, shoreline clean-up, or anti-idling campaign. Scientific investigations, role-plays, artwork and creative writing, build- ing environmental technologies, or conducting research are all possible activities that you may be involved in. The activities that you facilitate depend entirely on a combination of your own interests and passions, and the needs of the groups that you work with. You will work in collaboration with the group’s leaders (e.g. teachers, youth program staff, etc.) and/or members of the group to identify the group’s specific needs and to make arrangements for your visits. The EcoMentors website (www.ecomentors. ca) and other program resources will help you to plan and prepare for your activities. At the core of the EcoMentors program is a dedication to “peer-led popular education” (education delivered for and by people with a com- mon characteristic – in this case, young Canadians). Key to this philoso- phy is an understanding that learning is not just the “handing down” of information or knowledge from an “expert” or “teacher”, but also the sharing of information and personal experiences between peers. To this end, EcoMentors are trained to act as “facilitators” of knowledge sharing rather than “presenters” of things they know. As an EcoMentor it’s not your responsibility to have all the answers in every situation. It is impor- tant that you’re knowledgeable and well prepared in talking about the issues that you are addressing, however, your focus should be much more on getting the participants to share what they already know and help them to draw new connections to other concepts.

A Note for HigH ScHool StudeNtS

If you’re a high school student you may be required to complete a certain number of “community service” or volunteer hours. You may be able to count the time you spend EcoMen- toring with groups of young people toward this type of requirement. Please double check with a teacher or someone at your school to make sure.

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1.3 What should i ExpEct froM thE prograM

The EcoMentors program is designed to give Canadian youth an oppor- tunity to actively participate in positive environmental action through peer education. By taking part in the program you will be contributing to a critical part of the larger national and global movement to positively impact the environment that we all live in. As an EcoMentor you will also benefit from incredibly rewarding training and “hands-on” experiences that will help you to develop and practice valuable skills that will come in handy in the future, at school, at work, and in many other areas of your life. EcoMentors who complete a minimum of four EcoMentoring visits (i.e. workshops/lessons/activities with “host groups”), are eligible to receive official EcoMentors Certification (which always looks good on a resume… and on your wall at home!) as well as cool rewards and mer- chandise, and even more opportunities to take part in other aspects of the program (like special events, focus groups, Earth Day activities, ad- ditional training, and other mentoring opportunities). Also, high school students who are required to complete volunteer or community involve- ment hours may be able to do so by participating as an EcoMentors— Check with a teacher or contact the EcoMentors Program Manager for more info.

Some of tHe ‘trANSfer- Able SkillS” iNclude :

Group facilitation and leadership

Public speaking and presentations

Time management and organization

Educational activities/

workshop planning

and delivery

… and so much more!

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1.4

Who’s involvEd:

rolEs and rEsponsibilitiEs

There are a number of supports that you can count on as an EcoMentor to assist you in making your EcoMentoring experience a success!

1.4.1 EcomEntor

That’s you! In order to receive EcoMentors certification you are expect- ed to complete the tasks listed in Section 2 (EcoMentors Certification) of this document. In general, EcoMentors are expected to conduct them- selves professionally, show up on time, follow through on agreements made and be a good role model for the elementary students that they work with. You are expected to show enthusiasm for your work and for the participants.

For a full list of expectations please refer to the EcoMentors

ProfeSSioNAl code of coNduct

[Appendix B]

to the EcoMentors ProfeSSioNAl code of coNduct [Appendix B] This is where to put captions, explanations,

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B] This is where to put captions, explanations, blah blah This is where to put captions,

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1.4.2 host group contact

The Host Group Contact is your key contact within the group that you are planning to do your EcoMentoring with. These people might includ- ed teachers, youth group leaders, program managers, youth representa- tives, environmental club leaders, etc… whoever becomes your main “point of contact” and is able to tell you about the group’s needs and can make formal plans to have you work with them. The Host Group Contact is also expected to provide you with support during your workshop, in- cluding group management (in case there are any problems in the group this person would be able to step–in), and they would also be respon- sible for providing feedback regarding your performance upon comple- tion of your workshop—this includes filling-out some really simple forms and providing a signature and contact info in order to confirm/ verify your visit and to provide you with valuable guidance about your performance (what worked, what didn’t, etc.).

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1.4.3 EcomEntors supErvisor

Your EcoMentors Supervisor will provide you with necessary training and advice and support in choosing a Host Group to work with. Depend- ing on your situation your EcoMentors Supervisor could be one of sev- eral different people—Basically, your Supervisor will be the person who gave you your training to become an EcoMentor—If you have received in-person training delivered by an EcoMentors staff person, or you have completed the Self-Training option, then your Supervisor would be the EcoMentors Program Manager. However, if you were given train- ing through another organization (an EcoMentors Partner), then your supervisor would probably be somebody in that organization.

If you’re unclear about who to report to, contact the

ecomeNtorS ProgrAm mANAger

[416-599-1991 x 103] or [ecomentors@earthday.ca]

1.4.4 Earth day canada & EcomEntors staff

Earth Day Canada (EDC) and EcoMentors program staff can provide you with lots of useful resources and support. Connecting with the EcoMentors and EDC staff will help to make your EcoMentoring experi- ence more enjoyable and ensure that you receive the support you need to complete the program. Also, upon completion of the EcoMentors Program, EDC provides you with an official certificate of completion and a green goodie bag.

Should you have any questions or comments about your involvement as an EcoMentor or just want to share a story about what you’re ecomentor- ing activities, please don’t hesitate to contact the

ecomeNtorS ProgrAm mANAger

[416-599-1991 x 103] or [ecoMentors@earthday.ca]

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CertIfICatIon

M Handbook seCtIon 2: eComentors CertIfICatIon sEction 2 : EcomEntors cErtification one of tHe most

sEction 2 :

EcomEntors

cErtification

one of tHe most exciting tHings about ecomentors program is tHe opportunity to be certified as an ecomentor tHrougH eartH day canada.

This certification will provide future employers with an indication of your related experience in the teaching and environmental fields.

Certification is your choice. Al- though there are many benefits to being certified as an EcoMentor through Earth Day Canada, it is not mandatory. The most impor- tant thing to remember is that the EcoMentors program can be suited to your individual needs. Additionally, certification is only a minimum requirement so it doesn’t have to be the end of your involvement as an EcoMentor. There are lots of other valuable opportunities for you to continue on after your certification—You could keep doing more work- shops, or you could even start an

EcoMentors club in your com- munity, help train other youth to be EcoMentors, or even take your show on the road and do some EcoMentoring in another province, territory, city, etc… the possibili- ties are endless!!!

certification requires that you undertake the following :

One or more training session

Delivery of a minimum of 4 environment—themed workshops

Completion of a workshop tracking form for each workshop delivered

Completion of a self- evaluation form (at the end of your 4 workshops)

Completion of a program evaluation form

presentation to future ecomentors (optional)

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tHrougH tHe ecomentors program, you can get a taste of teacHing and working witH groups of people in a leadersHip/facilitation role.

The EcoMentors program has been designed to give you an introduction to activities that you may become involved in if you decide to pursue a career that in- volves teaching, group facilitation, or mentoring. Because EcoMentors is an envi- ronmental education program, we have suggested activities that will help the groups you work with develop a deeper understanding of the natural world, and that will give you experience with environmental education approaches. At the core of the EcoMentors program is a dedication to “peer- led popular education” (education delivered for and by people with

a common characteristic—in this case, young Canadians). Key to this philosophy is an understand- ing that learning is not just the “handing down” of information or knowledge from an “expert” or “teacher”, but also the sharing of information and personal experi- ences between peers. To this end, EcoMentors are trained to act as “facilitators” of knowledge–shar- ing rather than “presenters” of things they know.

Fa•cil•i•tate

Prounciation: \fә -’si-lә -˛tāt\ Function: transitive verb

to make easier

help bring about

<facilitate growth> ~ Merriam-Webster Dictionary

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seCtIon 3: teaChIng & faCIlItatIon tIps 3.1 tEaching & facilitating crEativEly and EffEctivEly

3.1 tEaching & facilitating crEativEly and EffEctivEly

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Most people have experienced the teaching approach where a teacher or presenter stands at the front of the class or an audi- ence giving a lecture on a topic while everyone else sits in their seats trying to take in all the information being given. There are situations where this type of teaching is appropriate, but for young people, extensive lecturing is often not the greatest method for passing on knowledge and information, or making people feel like they’re able to do something personally about the issues you’re talking about. There are many ways to teach and facilitate with groups cre- atively and effectively. Here are a few suggestions that are consid- ered good practice within environ- mental education.

Relate the topics/issues you’re discussing to the unique experiences of the people you’re working with.

Try to involve as many of the human senses as possible in learning—sight, sound, touch, smell, and taste—not just the mind.

Show your enthusiasm for the subject. Be creative, an most of all have fun…they’ll catch on.

“Hook” your participants. Give them a reason for wanting to know what you are teaching.

See the people you’re working with as “partners” or “participants” in education (both their education AND your own education), rather than as “students” or “receivers” for information.

Keep ideas clear and simple.

Involve participants. Rather than telling them answers and providing in- formation that you know, get them to use their imaginations, knowledge and experiences to problem–solve and come up with their own explanations and interpretations.

Make learning about doing and acting as much as about thinking. People learn (often better) through firsthand experiences such as building and creating.

Environmental education should encourage people to take positive action on environmental issues—Its one thing to for people to know something, but its even better if they act on what they know.

Provide opportunities for participants to reflect on what they’ve learned and what they think and feel about the ideas— this will help it stick.

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3.2.1 topics

When you’re facilitating an environmental education work- shop, the most important thing is that you know and incorporate the specific needs of the partici- pants within the workshop and activities. So, if you’re working with an elementary school class you will want to speak with the teacher to find out if the class is currently working on a specific unit or topic area, and if there’s anything in particular that they feel the students would benefit from most. Or if you’re working with a different group like a youth group or club, find out what the focus of the group is, the interests of its members, and how your EcoMentors workshop will fit-in with the goals/purpose of the group. Environmental issues tend to be viewed as ‘doom and gloom’. Try to avoid this in the classroom, instead empowering participants to make a difference through your choice of upbeat activities and discussion.

Now, all this being said, the Eco- Mentors progra m does provide fun and engaging lesson plans that you can use or draw ideas from for your workshops. These lesson plans have been developed for use primarily within elementary schools and have been loosely categorized based on grade level and subject area—However, you may find an activity or discus- sion within one of these lesson plans that you could use or adapt to meet the needs of a different group of young Canadians. Just remember, whatever you do be creative and have fun! Before you begin EcoMentoring you should familiarize yourself with the lesson plans that we have available for you on our website. If a lesson doesn’t exist for a topic or issue that you would like to cover, consider creating your own. Consult with you Host Group Contact, EcoMentors staff and this handbook with help in creating your own.

You will find the leSSoN PlANS in the ‘StudeNtS’ section—go to the ‘leSSoN PlANS’ tab at the top of the menu, or visit this URL:

[www.ecomentors.ca/pub/students/les-

son_plans.cfm]

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seCtIon 3: teaChIng & faCIlItatIon tIps 3.2.2 tEaching/facilitation approachEs There are many

3.2.2 tEaching/facilitation approachEs

There are many ways—or ‘approaches’—to educate people about an environmental topic or issue. For example, if you want your participants to learn about global warming, you could have them:

Research the different perspectives on the issue and engage in a debate

Monitor levels of greenhouse gases in the community around the school

Interview scientists or relevant individuals to understand whether global warming is occurring naturally or is human–induced;

Research the ways that the school is contributing to greenhouse gas emissions and set up a program to reduce the school’s impact;

Write a poem or draw a picture that expresses their feelings and concerns about global warming;

Write a story that describes the effects global warming will have on the area in which they live or on an animal that lives in the area.

Not all approaches suit all top- ics. The activities that we have provided on our website focus on

9 different teaching approaches.

These approaches are detailed in Table 1.

Discussions

Evaluating Current Conditions

Hands-on Experiences

Initiating Action

Personal Reflection

Poetry and Artwork/ Creative Expression

Research

Scientific Investigations

Sensory Activities

While lecturing is a common method of teaching used for older paartici- pants, the approach is not recom- mended when working with youth and children.

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tablE 1 diffErEnt tEaching/facilitation approachEs and hoW to usE thEM

teAcHiNg/

fAcilitAtioN

APProAcH

deScriPtioN of APProAcH

exAmPleS of APProAcH

APProAcH deScriPtioN of APProAcH exAmPleS of APProAcH Discussions Participants discuss the topic/issue.

Discussions

Participants discuss the topic/issue.

Debate, discuss designing a school garden, policy discussion

Evaluating

Assess environmental interests or concerns to determine current conditions and needed actions.

Community environmental baseline study, com- munity interviews, community resource inventory, lifecycle accounting, policy discussion, school audit/ecological footprint, school plan, school yard nature study

Current

Conditions

Hands–on

Involves participants in learning through doing.

Designing a school garden, living lightly, local habitat enhancement, making items from waste, schoolyard nature study, schoolyard or community cleanup, sensory walk

Experiences

Initating Action

Involves participants in taking action to improve environmental conditions.

Designing a school garden, local habitat enhance- ment, personal action plans, school plan, schoolyard or community cleanup, waste/resource exchange

Personal

Involves participants in considering their own perspective on a topic.

Debate, future scenario, nature poetry/creative expression, personal action plans, policy discussion

Reflection

Artwork/

Involves participants in creative expression of ideas/opinions/ feelings.

Future scenario, living lightly, making items from waste, nature poetry/creative expression, role-plays

Creative

Expression

 

Research

Involves participants individually, or in a group, investigating and uncovering information related to the topic.

Community environmental baseline study, communi- ty interviews, community resource inventory, debate, designing a school garden, lifecycle accounting, policy discussion, school audit/ecological footprint, school- yard nature study

Scientific

Involves participants in scientific experiments/discovery activities.

Community environmental baseline study, local habitat enhancement, schoolyard nature study

Investigation

Sensory

Involves participants in learning through their senses.

Community environmental baseline study, community interviwes, community resource inven- tory, designing a school garden, living lightly, local habitat enhancement, nature poetry/creative expres- sion, school audit/ecological footprint, schoolyard nature study, sensory walk

Activities

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3.3 bEing a lEadEr in thE classrooM

As an EcoMentor, you have an important leadership role to play with your peers and other young people. But what does it mean to be a leader and what does good leadership entail? There are many types of leaders and many styles of leadership. In general, good leaders do the fol- lowing:

Act as a role model.

Listen to participants’ needs and interests.

Open doors for participants to deepen their knowledge or

to show them different ways of seeing ideas.

See the potential in participants and try to unlock that potential.

Provide guidance, respect and understanding.

Challenge participants; demanding the best and setting

expectations high while making goals attainable.

Think about PeoPle you Admire— those who have had an influence on your life. What cHArActeriSticS do they possess?

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dEvEloping rapport 3.4 With thE participants

Facilitating is easy when you have the interest of the participants. Younger participants are naturally curious about new people visiting their group, so you can use this interest to grab their attention. Your challenge is to maintain their desire to work with you and to walk the fine line between be- ing an authority figure and being a friend. Remember, you are there to assist with the participants’ learn- ing not to entertain them or gain their affection. Here are a few keys to accomplishing this task.

Treat participants the way you want to be treated.

Treat participants with respect. Don’t talk down to them. Let your authority come from your knowledge and your guidance, not from pulling rank or holding power over them.

Respect all responses that you get from the participants and be genuinely interested in all points of view.

Be yourself and be genuine.

Be enthusiastic about what you’re teaching.

Set firm limits and apply them respectfully.

Make learning and safety your priorities.

Remember: you don’t have to be an “expert”. It’s okay to say “I don’t know—but I will find out.”

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seCtIon 3: teaChIng & faCIlItatIon tIps Motivating 3.5 participants You will be facilitating

Motivating 3.5 participants

You will be facilitating groups of individuals who have unique interests and learning styles. What motivates one participant will be different from what motivates another. Motivating all participants requires a flex- ible approach and trying many different things. Here are some sugges- tions.

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Do activities in which partici-

pants are active “partners” in the learning rather than passive recipients of information.

Be responsive to participants’

interests and questions. Provide positive feedback and encour- agement—even if you don’t

necessarily agree, try to find something positive to say.

Show your own curiosity about the topic.

Ask open-ended questions to spark discussion—don’t just give answers.

Draw participants into a topic

by creating challenges, scenar-

ios, puzzles and mysteries they have to solve.

Provide startling ideas, strange

facts, stories, jokes, quotes, songs to spark participant interest.

Vary your tone and the volume

of your voice to maintain atten- tion.

Vary the way in which partici-

pants interact with each other from whole class discussion to working in partners to having

participants give presentations on topics to small groups.

Use real world examples that

relate to participants’ lives.

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seCtIon 3: teaChIng & faCIlItatIon tIps Managing group 3.6 dynaMics EffEctivEly When you’re

Managing group 3.6 dynaMics EffEctivEly

When you’re facilitating a group of young people (or any people for that matter) you will need to pay attention to what’s going on in the group and how communication is flowing—Who’s talking most? Who’s talking least? Who seems disinterested? Are there any disruptive individuals or groups? Do some people need more encouragement than others? Is the group more interested in doing an activity around a topic or just having a conversation a bout it?—All of these things are part of the group’s “dynamics” (or interactions) and as a facilitator they can either work for you, or against you. Effective management of these group dynamics requires forethought. Prepare yourself for possible problems and plan potential solutions. Re- view any potential issues with your Host Group Contact. Some younger people can tend to have shorter attention spans. They can’t sit quietly forever. If your participants are starting to get restless, use that as a cue to change your presentation—prepare a short, fun and energizing game or activity that you can throw in at any time to get participants feeling more energetic. If you begin to have difficulty with disruptive partici- pants, or have problems keeping the group focused on the task at hand you can rely on the Host Group Contact to help you out.

3.6.1 facilitating indoors

Most people are accustomed to learning indoors. Generally, they know the rules and expectations, have established routines, and are bound by the limited space available. Here are some suggestions to assist with facilitating indoors.

Ensure that all participants are in your direct line of vision.

When individual and group work is being done circulate regularly—walk around the room and ask people what they’re doing and if they need any help or explanation.

Group participants so that those who may be disruptive together are not grouped together.

Use your tone of voice to focus attention and your placement in the room to minimize disruptive behaviour.

Establish a signal to get their attention (like raising your hand or turning the lights on and off, etc.)

Stick to the rules and routines that have already been established by your Host Group Contact.

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seCtIon 3: teaChIng & faCIlItatIon tIps 3.6.2 facilitating outdoors While these opportunities

3.6.2 facilitating outdoors

While these opportunities don’t always arise, an outdoor learning experience potentially allows par- ticipants to be hands–on with the environmental topic being cov- ered. Typically, participants are unaccustomed to learning in an outdoor environment, therefore, the rules, routines and expecta- tions that have been well estab- lished within the group’s normal setting (e.g. a classroom), may be “forgotten”. As well, there are more distractions outside, and fresh air increases energy levels. Your task when teaching outdoors is to work with participants’ increased enthusiasm and energy while maintaining focus so that learning occurs and participant safety is maintained. Here are some ways to avoid problems when teaching outdoors.Ensure that all partici- pants are in your direct line of vi- sion. When individual and group work is being done circulate regularly—walk around the room and ask people what they’re do- ing and if they need any help or explanation. Group participants so that those who may be disruptive together are not grouped together. Use your tone of voice to focus attention and your placement in the room to minimize disruptive behaviour. Establish a signal to get their attention (like raising your hand or turning the lights on and off, etc.) Stick to the rules and routines that have already been established by your Host Group Contact.

Set ground rules (e.g. stay-

ing on the path, not pushing or shoving, bringing litter back to the classroom, etc.) before leaving the classroom and repeat once outside.

Set boundaries beyond which

participants cannot wander.

Set a clear signal that indi-

cates that the activity is over and everyone should return to “home ground”.

Gather participants in a circle, preferably seated, when debrief- ing an activity.

Make sure that you have a first

aid kit and that participants have water and sunscreen and are dressed appropriately for the conditions.

If you are walking for a distance

with young children, make sure that one adult leads the group and one adult follows and en- sures that no stragglers get left behind.

Set an appropriate tone

speak softly to focus attention, read a poem to help children get into a reflective mood, be ener- getic if the activity is active, etc.

Be vigilant. Be aware of

participants’ whereabouts and watch for behaviour that may be disrupting other participants or causing destruction to the natural

environment.

Know how to handle disrup-

tive behaviour (e.g. have partici- pants sit–out from an activity).

EcoM E ntors Progra M Handbook

seCtIon 3:

teaChIng &

faCIlItatIon tIps

seCtIon 3: teaChIng & faCIlItatIon tIps 3.7 Educating about thE EnvironMEnt Environmental topics

3.7 Educating about thE EnvironMEnt

Environmental topics are often controversial. There are many opinions on the factual basis of environmental issues (such as global warming), and people have strong and very different opinions on what should be done about a particular environmental problem. It’s important when presenting environmental information to present it within the context of all of the opinions that exist on the topic. Environmental issues often touch on people’s fundamental beliefs. Discussions of issues can be emotional and explosive. When you are teaching young participants, consider the perspectives that may exist in their homes and be sensitive to these viewpoints. Due to the emotional nature of extreme perspectives and the diversity of opinions, information (from some sources) is often coloured by speakers or writers personal bias. Part of the challenge of environmen- tal education is to help participants understand the biases that exist and to take those biases into account when interpreting the information. Finally, the environmental issues are often labelled as “doom and gloom”. While it is important to be truthful with participants, it is also important to not overwhelm or scare them. Remember when working with young children that they can be impressionable and have fertile imaginations, and may not have the knowledge or experience to put comments or ideas into a broader context. Be aware of the impacts of what you are saying to them. When in doubt, speak to your EcoMentors Supervisor or Host Group Contact about how to handle an issue.

EcoM E ntors Progra M Handbook

seCtIon 4:

envIronmental eduCatIon resourCes

EcoM E ntors Progra M Handbook seCtIon 4: envIronmental eduCatIon resourCes
EcoM E ntors Progra M Handbook seCtIon 4: envIronmental eduCatIon resourCes

sEction 4:

EnvironmEntal

Education

rEsourcEs

using rEsourcEs 4.1 EffEctivEly

Educational resources—books, videos, computer simulations, etc.—can be used to enhance learning. The key to using educational resources is to choose high quality resources and to use them ap- propriately and effectively. For example, a video can be helpful in providing participants with experiences that they would not otherwise have, and showing them phenomena that they wouldn’t otherwise see. Videos can also be useful in generating interest in a topic or in focusing participants’

attention. But, videos cannot re- place the experience of being out- doors and learning directly from nature. Skills such as constructing, measuring or analyzing data are all learned better by “doing” than by “watching”. It will take time and experience to determine which resources are more effective/appropriate. Make sure that all resources are relevant (that they develop the concept you are teaching) and that the information is presented in a clear manner.

EcoM E ntors Progra M Handbook

seCtIon 4:

envIronmental eduCatIon resourCes

EcoM E ntors Progra M Handbook seCtIon 4: envIronmental eduCatIon resourCes
EcoM E ntors Progra M Handbook seCtIon 4: envIronmental eduCatIon resourCes

4.2 rEsourcEs you can usE

envIronmental eduCatIon resourCes 4.2 rEsourcEs you can usE This is where to put captions, explanations, blah

This is where to put captions, explanations, blah blah

usE This is where to put captions, explanations, blah blah This is where to put captions,

This is where to put captions, explanations, blah blah

Environmental education resources can be found in many places including the following:

Nature and science stores (some stores provide resource materials for teachers)

Outdoor education and nature centres

Environmental organizations and nature clubs (such as your local naturalists’ association)

Facilities where nature concepts are taught (such as science centre or planetarium)

Provincial environmental education organizations

Ask a teacher, a school librarian, your Host Group Contact, or your EcoMentors Supervisor for other suggestions for tracking down environmental education material.

EcoM E ntors Progra M Handbook

that’s all

folks!

EcoM E ntors Progra M Handbook that’s all folks!
EcoM E ntors Progra M Handbook that’s all folks!

that’s all folks!

There is an overwhelming need in communities across Canada for a program like EcoMentors. To the best of our knowledge there are no other programs similar to EcoMentors being offered in Canada at this time. You are part of a new movement of youth inspiring youth! Past host elementary teachers have stated that it was a great benefit to have an interested student working beside them with the class. They also thought that the program was well organized and increased student engagement. Previous participants stated that the program provided them with the opportunity to expand their environmental knowledge, to learn new research and planning techniques and how to incorporate all of the concepts and information into a lesson plan. We hope that you will derive as much reward from participating in this program as others have.

EcoM E ntors Progra M Handbook

appendIx a:

suggested

resourCes

Progra M Handbook appendIx a: suggested resourCes appEndix a : suggEstEd rEsourcEs 1.activity books •

appEndix a :

suggEstEd

rEsourcEs

1.activity books

Cornell, J. 1979. Sharing nature with children. Nevada City, CA: Dawn Publications.

Degler, T. & Pollution Probe. 1990. The Canadian junior green guide:

How you can help save our world. Toronto, ON: McClelland & Stewart Inc.

Earthworks Group. 1990. 50 simple things kids can do to save the earth. Kansas City, MO: Andrews and McMeel.

Link, M. 1981. Outdoor education: A manual for teaching in nature’s classroom. Englewood Cliffs, NJ: Prentice–Hall.

Mason, A. 1991. The green classroom. Markham, ON: Pembroke Publishers Ltd.

Metzger, M. & Whittaker, C.P. 1991. This planet is mine: Teaching environmental awareness and appreciation to children. New York: Fireside.

Van Matre, S. (1974). Acclimatization. Martinsville, IN: American Camping Association.

Van Matre, S. (1990). Earth education: A new beginning. Warrenville, IL: The Institute for Earth Education.

2.magazinEs

Green Teacher 95 Robert Street Toronto, ON, M5S 2K5 Canada Phone: 416–960–1244 Fax: 416–925–3474

E-mail: greentea@web.net

3.WEbsitEs and guidEs

EcoMentors Lesson Plans

[www.ecomentors.ca]

EcoKids Online Games and Resources

[www.ecokids.ca]

North American Association for Environmental Education’s EE Link

[www.eelink.net]

Green Street [www.green-street.ca]

Canadian Network for Environmental Education and Communication

[www.eecom.org]

Many environmental organizations provide resource material, activity ideas and lesson plans on their websites. Do an Internet search on a specific organization or on a topic of interest to find related activity ideas.

EcoM E ntors Progra M Handbook

appendIx b:

eComentors professIonal Code of ConduCt

EcoM E ntors Progra M Handbook appendIx b: eComentors professIonal Code of ConduCt
EcoM E ntors Progra M Handbook appendIx b: eComentors professIonal Code of ConduCt

appEndix b :

EcomEntors profEssional codE of conduct

The following code of conduct has been developed to clearly outline the professional behaviour expected of EcoMentors while working in an EcoMentoring capacity:

I,

promise to:

Conduct myself professionally.while working in an EcoMentoring capacity: I, promise to: Meet with my Host Group Contact prior

Meet with my Host Group Contact prior to my workshop to discuss needs of the group.capacity: I, promise to: Conduct myself professionally. Show up on time to scheduled meetings and workshops.

Show up on time to scheduled meetings and workshops.Contact prior to my workshop to discuss needs of the group. Inform my Host Group Contact

Inform my Host Group Contact well in advance if I am unable to make a scheduled workshop.group. Show up on time to scheduled meetings and workshops. Arrive to workshops organized and prepared.

Arrive to workshops organized and prepared.well in advance if I am unable to make a scheduled workshop. Follow through on agreements

Follow through on agreements made.workshop. Arrive to workshops organized and prepared. Be a positive role model for the groups of

Be a positive role model for the groups of young people that I work with.organized and prepared. Follow through on agreements made. Treat participants with respect and fairness. As a

Treat participants with respect and fairness.role model for the groups of young people that I work with. As a member of

As a member of the EcoMentors Program I,

agree to:

Inform the EcoMentors Project Manager or my Supervisor if any concerns arise.fairness. As a member of the EcoMentors Program I, agree to: Submit Workshop Tracking Forms to

Submit Workshop Tracking Forms to the EcoMentors Program Manager prior to hosting a workshop.Project Manager or my Supervisor if any concerns arise. Complete and submit Self Evaluation and Program

Complete and submit Self Evaluation and Program Evaluation forms upon completion of 4 workshops.Submit Workshop Tracking Forms to the EcoMentors Program Manager prior to hosting a workshop. EcoMentor Signature

EcoMentor Signature

Date

EcoM E ntors Progra M Handbook

sponsors

EcoM E ntors Progra M Handbook sponsors
EcoM E ntors Progra M Handbook sponsors

sponsors

The EcoMentors Program is possible through the gracious support of generous sponsors.

possible through the gracious support of generous sponsors. This document was created by: Earth Day Canada
possible through the gracious support of generous sponsors. This document was created by: Earth Day Canada

This document was created by:

Earth Day Canada 111 Peter Street, Suite 503 Toronto ON M5V 2H1 Phone: 416-599-1991 Toll-free phone outside Toronto area:

1-888-283-2784

Fax:416-599-3100

First Edition created in February 2004 Edited in 2006 by J.Kun and Y.Fros Edited in 2008 by I. Lui Edited in May 2008 by R. Cooper Edited in July 2008 by K. Livingston Edited in August 2008 by J. Stevenson Second Edition created in October 2011