More and more, my reflections lead me to examine the perpetual consumption that drives our society and, by extension, our education system. Being part of this system reminds me of running a race where we are constantly chasing the next trending pedagogical approach, technology, or assessment outcome.
The unfortunate reality? This race has far too few checkpoints where we can replenish ourselves, take a breath, and check our vitals. We are often so focused on the finish line, or on the need to show progress, that we don’t take the time to evaluate whether our teaching posture, pace and performance are sustainable, let alone effective, for our learners and ourselves.
Fortunately, I recently had the opportunity to literally slow down to a Fox Walk (an intentional walk focused on quiet, conscious foot placement) at an outdoor learning session, hosted by the New Frontiers School Board (NFSB). The event was led by Dwayne Stacey and David McComber, who are Kanien’kehà:ka educators, and was held at David’s home in Kahnawà:ke. Beyond new strategies, this session illuminated a path toward balance, gratitude, and presence; qualities that impact not only our personal well-being but also our efficacy in the classroom. It is an experience I certainly recommend to all educators. I will try to sum up my reflections in this post, though nothing can truly capture this hands-on experience.
The Power of the Circle
Our session began with a circle around the fire, where we were all invited to introduce ourselves, share what brought us to the session, and express one thing we felt grateful for. This simple activity instantly shifted the focus from doing (or racing ahead) to being present. During this circle, I was reminded of how rarely we truly listen before jumping in and the power and intimacy of a sharing circle where all people’s contributions are equally valued.
I was also reminded of the Ohenten Kariwatekwen, or “the words that are spoken before all others,” which the Haudenosaunee share, focusing on gratitude and bringing the collective together before beginning important work. I found myself questioning how classroom dynamics might shift if we took more time to prioritize sharing our collective state of mind before jumping into planned instructional outcomes.
Moving Respectfully with the Land
After our circle, David announced a walk in the woods. Before we even took the first step, he paused to share how to move through the space respectfully, emphasizing our awareness of the land and its inhabitants. This process instantly built our awareness of how we impact others, including the world around us. As we walked, David would stop often, pointing out tracks and various plants, compelling us to see and engage with our surroundings.
Once we entered the woods, David introduced us to the Fox Walk. The idea is to make minimal impact on the land and sound that could alert other beings. He challenged us to walk both forward and backward in the crispy snow, with our eyes closed, aiming not to make noise and to feel our environment. This intentional pace was the exact opposite of the one I used to use when rushing to the printer before prep ended as a teacher!
This activity took no external resources. It was quick to explain and yet demanded complete focus on being present and observing. I could see it being an excellent activity for gym class, as it reminded me a bit of yoga, insofar as the idea of slow, intentional movements helps us connect to our bodies and breath in new ways. I could also imagine using this activity to help center a class by challenging them to fox-walk quietly through the halls or outside. It is amazing how the experience can help tune us in to what we hear, see, and feel beneath our feet, as well as to seasonal changes and rhymes.
Observation, Senses, and Connection
The series of games and activities that followed demonstrated how outdoor learning naturally offers deep, cross-curricular connections for our elementary students. One particularly memorable activity involved being blindfolded and led by a partner deep into the woods to a chosen tree. We were given time to touch, hug, and explore our tree before being guided back to the original circle. Upon removing the blindfold, our task was to find that exact, specific tree.
Not only was this activity super fun, but the curricular possibilities immediately jumped out at me. Firstly, it intensely activated our senses for detailed observation, a core skill in Science and Technology. Instead of relying on a simple visual check, we had to focus on the sun’s angle, the bark’s texture, and the tree’s diameter. I could easily extend this into a writing activity, encouraging students to use vivid adjectives and “wow words” as they describe objects solely through non-visual senses.
Furthermore, being blindfolded naturally sparks conversations about empathy, cooperation, and safe risk-taking, all of which are vital elements of the Personal and Social Development domain. Even the idea of measuring the tree’s circumference with your arms or gauging the distance in footsteps offers an excellent introduction to non-standard units of measurement and estimation in math.
When we returned to the clearing, we shifted our focus to firemaking. We observed David making feather sticks and starting a fire with cotton balls, flint and steel. When he was done, we were to try at our own pace. This was a great example of the power of experiential, holistic learning involving body, mind, spirit, and heart, in an authentic task. This low-pressure approach reminded me of my time working in Nunavik, where the emphasis is on observing the process and trying a task only when you feel ready and comfortable.
This pedagogical approach stands in stark contrast to the typical Western classroom model, which often asks students to start right away and produce a product that demonstrates their competence by a specific time for assessment. By letting us progress at our natural rhythm, without the stress of assessment or the pressure to race, I feel like I was able to be more engaged in my learning and more aligned with my personal view of building competency.
Planting Seeds
The day concluded in a final circle around the fire. This time, we were invited to share a seed from the day—a key insight, a piece of learning, or an emotional reflection we wished to carry forward into our practice. Personally, the session was a reminder that effective assessment and instruction require us to observe the student in the moment and respond to their current learning needs, rather than providing them summative feedback or pushing them to race ahead at a specific pace. Slowing down and building our observation skills, as the outdoors compels us to do, allows us to listen and perceive learners’ competency and connect learning in authentic, holistic ways. The other undeniable takeaway? More experiential learning!
Growing Interest
This outdoor learning session was one of two offered to elementary educators during NFSB’s professional learning days, highlighting the benefits and high level of interest educators have in outdoor learning, as well as a commitment to value and promote Indigenous perspectives, especially around the land on which they are located.
Outdoor learning is not just ‘nice to have.’ It offers concrete, evidence-based benefits that help students sustain their pace throughout their education marathon. Outdoor learning benefits our physical and mental health, improves student behaviour and focus, and provides meaningful experiential learning.
While some think outdoor education has to seem like a daunting task, short, routine learning outside (think short curriculum walks, sit-spot, or weekly nature journals or sketches) can be helpful to checkpoints in our education race where we can enjoy the above benefits while also meeting educational objectives. Small, consistent practices allow us to enjoy the benefits above while still meeting educational objectives. We don’t have to redesign the entire system overnight; we just have to be willing to take the next step outside. (TBSB, 2025)
Finding Balance in a Digital World
As a RECIT Consultant, I spend a good deal of time talking with teachers about Digital Competency and introducing them to various tools, such as artificial intelligence and educational robotics, to enhance learning.
However, I feel now more than ever that when we talk about Digital Competency, the element we need to prioritize is balance. The foundational digital skill we must master is the ability to disconnect. We need to teach explicitly why and how to disconnect.
While Outdoor Learning is often thought to be separate from technology, we can learn a lot about Digital Competency by connecting the two. For instance, what better way to teach students about Ethical Citizenship (Dimension 1) than by exploring how to move respectfully with others on the land and practicing stewardship that extends their citizenship beyond the screen? And how better to prepare students for Collaboration (Dimension 5) and Communication (Dimension 6) online than by practicing screen-free activities, like the blindfolded walk, where they learn to establish mutual trust, interpret nuances, and use clear descriptions. Both digital tools and the natural world are now parts of our environment. Navigating both requires mindfulness, observation, critical thinking and an awareness of impact.
We don’t need to choose between the digital future and natural rhythms. By embracing both, we ensure that the education ‘race’ is no longer a sprint toward exhaustion, but a sustainable journey toward a more mindful, holistic way of learning.
Interested in learning more? Contact Dwayne if you are working for NFSB, or contact The Coyote Program if you are in or around Montreal to arrange an outdoor learning professional development session for your students. You can also find resources related to outdoor learning on LEARN’s Outdoor and Environmental Education page.
