27 September 2007
I've started back at Ramona with an introduction class on Monday the 24th, when we went over what we would be doing and our objectives. The kids were told about the basics of low carbon living, how we reached the point of civilization we're at, how they are a minority in the world with clean drinking water an an over abundance of food, and the importance of conservation of limited resources, plus that a garden will allow them to have fun while learning. It was an overview of what we did last year, what we want to do this year, and what would be expected of them.
I have been making contacts with Fred's, Lowes, Halls Ace Hardware, and The Home Depot.
On the 26th Ace gave us a big box of seeds, and on Thursday the 27th Home Depot gave 10 bags of potting soil and $45 in gift cards, and the soil and seeds are distributed between Ramona and Stillwell on Thursday.
At Ramona we talked about what kinds of plants we would be starting. The soil still needs to be turned and is not ready for a winter crop. However, kids picked what kind of plant they wished to start, and watermelon and pumpkin were high on the list. Each child got three starter "cups" in which to start their plants, and after we filled soil, they all planted seeds and watered them. They also took home about 3 to 6 packs of seeds to grow at home, and were instructed on how to keep a log or journal on the progress of the growth.
Example...what we planted in was trays that held pots we got last year. Somehow that collection disappeared over the summer. The trays held eight pots, and the empty slots were filled with dirt, except one that held ten.
To see how many "pots" each kid would get, we used group math... {"Okay, How many spots do we have kids?"} (kids counting) "eight, sixteen, twenty four, thirty two, forty, forty eight...{"okay, now how many with this one--the tray with ten--} "fifty eight!" {"now when we add these two loose pots?"} ""Sixty!" {Now, kids, since there are twenty of you and sixty empty pots, how many do each of you get to plant in?"} "Three!!" {"Now you see why you need to be good at math!"} Math was incorporated into the process in practical application, and kids get to vote how they will approach things...if they can work together and decide how to conduct themselves in groups, or if they want to have it dictated by the teacher and I. When they choose to do it themselves, they are told they must act in a responsible manner or lose that choice. Also, when they got to come up to a table to pick out what seeds they wanted to plant, they could only be at the table three at a time, and when one child picked and sat back down, the next was allowed to get up. They voted on this as well, and were told that it would go easier and quicker if they showed each other that respect and that it would be easier for everybody not to have a mad rush to the table like seagulls fighting over a slice of bread. A few kids had to be told to stay where they were and wait their turn, but after a little they got it, and when it went smooth and fast, they saw that it did and realized that respect and co-operation worked. Ms. Tomasino and I still had to play the role of warden/stoplight/gatekeeper, but they are fast learning that a certain level of conduct is expected of them if they want to participate, and that when that is freely given by them things run fast and easy, allowing them to get more done and have more fun at it.
The same style was applied to actual planting. "You get quiet, pay attention, give eye contact and your attention and respect, and listen, and then you learn how to do it. You don't crowd when being shown something and it will come to you, and that patience will give you a better view of what is happening and you can get to it yourself quicker"... This was close to what was said when I showed them HOW to plant seeds properly, and it went fast and they saw the advantage of it, and realized that they weren't disrespected by a classmate hanging their head in front of them blocking their view. The mad rush to be the one chosen to "do" something like water or get dirt seemed to vanish when they were told and promised that eventually everyone would get to do everything, so not to "sweat it". They quickly fell in line and accepted everything on these more advanced terms. They were told that they were at a crossroads between adulthood and childhood, and could enjoy the best of both if they accepted our (Ms. Tomasino and myself) advice, because we've "been there" and know what we're talking about.
They are excited and stay on task very well, and mutual co-operation and teamwork is stressed and seems to be understood even at this early stage. Ms. Tomasino and I still have to not allow "sidebar" conversation be a distraction or have the talker not paying attention, but I think they understand what is expected of them. We got done planting and cleaned up, and the kids got to take home a few packs of seeds to start at home if they wanted. We went over keeping a journal/log again, and Ms. Tomasino made it clear to her class that they could earn extra credit by doing so. On the Funny side, the class was asked if they ever grew anything, and a few said they grew oranges. I let that slide with a smile on Monday, but on Thursday I let them know that they would of had to plant seeds when they were infants, and even then the "tree" that has to grow still wouldn't be producing fruit yet, but that I can understand wanting to grow oranges because they are so good. Their white lie shows imagination, and a desire to be more and do more, and this garden will let them do just that. I just might add in starting orange trees for them to take home or plant on campus.
Following the class there, I went to Stillwell and met with Mr. Gray, a 7th grade science teacher who has run student gardens. I introduced myself to his last period class and brought in a big load of seeds, mostly flowers. I told the class about Ramona's garden, and that the tentative plans at Stillwell were for a atrium first, then a food producing garden later. Mr. Gray, several administration staff, and I will determine usage, and I will eventually have less input there, and personally want Mr. Gray and his students to design and run their own garden. I will, however, make sure my vision of how it should be will factor in to consideration and feature. I see two learning study areas with semi-circular berms, so teachers can lecture in a setting like that of an outdoor college lecture hall. I see also a rock garden waterfall, with local fish, maybe turtles, like a coy pond except using local wildlife and plants to re-create local habitat. I intend to see Stillwell associate itself with The Florida Native Plant Society, who rescues endangered local plants and transplants them.
This will foster an awareness of conservation and respect for the environment. This can also be a tool for children who are discipline problems, a rewarding experience to give a creative and reflective environment to help problem students hopefully sparking an interest in learning. A "Garden Club" was suggested by Mr. Gray, which I hadn't thought of and is an excellent idea. It also can provide a good lunch and recess area to students who are in in-school detention, allowing some good one-on-one time to assist in discovering what is causing problems and helping the students discover how and why to possibly correct those behaviors that got them in trouble in the first place.
With a Garden Club kids can also explore horticulture and enhance their Stillwell experience, and the program can be school wide instead of class project restricted.
The kids in that one last period class were all given a pack of flower seeds, as all children can get when they join or participate in the garden. I had some students bring in potting soil from my van, and class let out. Mr. Gray and I discussed motivations and experiences. His experience in having started and run gardens should insure a high probability of success. His attitude and intelligence will also seal the deal, and his students will benefit greatly from his abilities.
We will need dirt, local small trees and shrubs, perhaps palms, shelving, garden tools, pots, a water supply. We should also be creating a rainwater recovery system there as well, as well as a composting system. Needs can be outlined as follows:
Shovels and rakes, other garden tools as well.
Shelving
Pots for cultivation
potting soil
Hoses and watering cans
A rainwater recovery system with tanks and pipes
Composting bins
Small trees, shrubs, potted plants.
Dirt
Wheelbarrows
I want to get the Stillwell project together and started, then work on the fringes there, because there seems to be a wealth of talent there available already, and the thinner I spread myself the less effective I may be in other areas. Also, the kids at Stillwell are old enough to give themselves the direction they want to go in, and if they find their own sense of direction instead of being told what it should be, they may grow in some really wonderful directions. I think Mr. Gray has it right, a Garden Club can be the final authority in the design and implementation of the garden and atrium, and the classes can use it as a teaching resource as well. But overall, the head authority for the garden project should be a Garden Club, and kids themselves should assume the responsibility for running it, so they can know it is theirs and learn how to make a thing, and not just follow orders. If they walk away with dirt on their hands and a flowering path behind them, having learned co-operation and leadership skills, just think of where they might go in life. The adults involved must not be teachers as much as mentors there. I don't know what the full take or opinion of everyone is at Stillwell yet, but I think they see a vision of this not unlike my own.
