Personal Attributes Flashcards
Love of the outdoors and nature
I am passionate about the environment, conservation, and exploring the natural world. I actively seek opportunities to spend time in nature. Whether it’s hiking, camping, or simply taking a walk in the park, being outdoors rejuvenates me and provides a sense of tranquility. My love for nature has motivated me to engage in activities such as volunteering for environmental organizations such as Whale and Dolphin Conservation, Bristol Zoo and the RSPB. My passion for nature has influenced my educational and career choices.
I pursued a degree in Wildlife Ecology and Conservation Science to deepen my understanding of ecological systems and I completed a masters in Animal Behavior and Welfare to learn more about the animals we share our world with. Both of these degrees have helped me to appreciate the interconnections of all living things and the resilience, patience and adaptability of nature.These lessons have translated into my professional life where I approach challenges and education with a holistic perspective. Lastly, I strongly believe in the power of environmental education and raising awareness about the importance of preserving nature. I have actively participated in educational outreach programs such as the RSPB’s school’s on reserves project and giving nature a home project. I have also volunteered on the Avon Gorge and Down’s school wildlife project as well as lots of forest school voluntary work.
I’ve always hoped to inspire a deeper appreciation for the environment and encourage positive actions that contribute to its protection while also giving people and children the experience of being in nature so they can receive the benefits it offers to physical, mental and spiritual health.
Self-motivation
I set ambitious goals for myself and proactively seek out opportunities to enhance my skills and knowledge.
For instance, before I started my previous role as a 1:1 I completed the NEU Autism course, refreshed my knowledge of the SEND code of conduct and took time to read about SEND in the early years. Taking this initiative gave me up-to-date knowledge of working with SEND children so I could contribute more effectively to the child I was working with, helping him to develop during the short period of time I was able to work with him.
I embrace constructive criticism and take the initiative to learn from my mistakes, I have been able to consistently develop and refine my skills over time which has resulted in more effective learning for my children. An example of this was during my PGCE training when I was given constructive feedback on how to adapt my lessons for EAL children. By adapting the questions I was asking during the initial input those children could be included in the open class discussion which resulted in improving their intrinsic motivation for learning which helped them make better progress during the lesson.
Resilience
Resilience is a crucial quality that I have developed and honed throughout my personal and professional experiences.
An example I can share is on the last day of my PGCE placement I was due to have my final observation to pass the module. However, in the face of the Covid pandemic, my class tutor emailed to say she had come down with the illness. Due to the high number of illnesses at the time we could not get any supply teachers in for the day. So on the day of my final exam, I also had to fulfill the role of my class teacher and take the class all day on my own for the first time. While at the time this was highly stressful, I was able to regulate myself, focus and plan the day for the children which resulted in the children getting what they needed, but it was actually also recognized by my university and contributed to my final grade.
By staying flexible and adaptable, I can effectively navigate difficult situations and find practical solutions. I believe completing my PGCE during the Covid pandemic in general has helped me develop my resilience as rules and requirements were constantly changing with many staff illnesses. Things were really tough. But instead of seeing it as a roadblock, I believe this experience helped me develop my ability to use difficult circumstances as an opportunity to learn and improve myself, a belief I very much carry with me today.
Imaginative and Creative
Being an imaginative and creative person myself is essential so I can foster these characteristics in young children which is vital for their holistic development and future success. I like to create fun and stimulating lessons which is why I love working in a forest school setting because nature provides the most vibrant and stimulating learning environment.
An example I’d like to give is a creative lesson plan I did during a voluntary Forest school session for a reception class. I planned a maths lesson with the objective of exploring shapes and patterns in nature using a hands-on activity. I started with a nature-based song called “lets go for a nature walk” to set the mood and then proceeded to take the children on a nature walk where they were instructed to observe and collect different natural materials along the way with an open discussion on the colours and shapes they could see. We then shared and explored what each child had found and sorted them into piles (e.g leaves, rocks, sticks). We then worked collaboratively to identify the different shapes they had found. I would then guide a discussion on shape characteristics introducing key vocabulary. The children could then use the natural materials to create patterns by arranging them in repeating sequences and we also identified patterns in the objects like stripes on a leaf for example. We then gathered together for reflection so each child could share their favorite shape or pattern they discovered in the lesson. I then summarized the lesson recapping the shapes and patterns we explored during the activities and encouraged the children to keep looking out for new shapes and patterns in nature. We then closed with a nature based book.
The result of using fun, creative and engaging content within the lesson was that children were engaged and motivated to learn and participate in their learning helping them to reach the lesson objective.
Confident and Outgoing
When volunteering at the Avon Gorge and Downs wildlife project. I would work with new groups each session and many groups of children could be quite shy to answer questions and get involved. One of the activities was a role-play activity where the children would act out the story. This could make the children feel shy so I would dress up in a terrible outfit as the Bristol Onion an endemic flower we have here and show the children they could join me in being fun and silly. This would work really well and the children would then engage, resulting in a positive memorable experience for them.
Adaptable and flexible
I am attentive to the diverse learning styles and abilities of the children in my care. I tailor my teaching strategies and activities to meet their specific needs, ensuring that every child has the opportunity to participate and thrive in the forest school environment. An example I can share is when I was volunteering as a Green Ambassador for UWE and I helped plan a 6-week eco-project for a year 2 class. Me and my team recognized the socioeconomic background of the children we were working with meant that many would be living in flats or tower blocks meaning they had no garden. So we adapted our project to show children how they could bring nature to their home with windowsill boxes for example, how to help green spaces near their homes and even how they would design their building to help nature such as wall gardens. This made the 6-week programme highly inclusive for all the children which was a great result and they absolutely loved it.
Patience with children and adults
I recognize that children and adults may experience moments of frustration, uncertainty, or even fear in the outdoor environment. In these instances, I remain patient and empathetic, providing a calm and supportive presence. An example where patience has been fundamental to my role was while working with Ash. Day to day required lots of patience and consistency to help him regulate himself, this is also where it was key to keep myself regulated too so I could do my job effectively.
Fun and approachable
I like to prioritize fun and approachability in my practice. I infuse joy, playfulness, and creativity into my lessons, actively involve children in the planning process, create opportunities for social interaction, and celebrate achievements.
For example when I was covering Evie as a Key person, I saw my children were looking quite wiggly. So I decided to do a quick game of musical statues. But because I didn’t have a speaker I decided to sing the songs myself which the children thought was very fun and made the game very engaging.
Role model for learners, staff and volunteers
I like to inspire a culture of continuous learning and improvement within the team. I encourage staff and volunteers to set goals, pursue professional development opportunities, and explore innovative teaching methods. By being a lifelong learner myself, I motivate others to embrace growth and development. An example of this is when I was going through my teacher training I actively attended NEU webinars and courses. pointed my friends to this resource which they then engaged with and found it really useful, resulting in all of us working together to improve our own practices.
Physically fit
I recognize that being physically fit is essential for ensuring the safety and well-being of the children under my care. As an early years practitioner in a forest school setting, I actively engage in physical activities alongside the children. I can also actively participate and supervise these activities, providing a safe and supportive learning environment for the children. Exercise I take part in regularly are cycling, going to the gym, running and doing yoga.
Willingness to work outdoors in all weather conditions
Working outside in all weather conditions fosters a sense of adventure, resilience, and problem-solving skills. Children learn to adapt their clothing, find creative ways to stay warm or cool, and navigate the environment safely. I encourage and guide children to make informed decisions about dressing appropriately and taking necessary precautions in different weather conditions.
I also ensure that I am enthusiastic when working in different weather conditions to model to children how there is never bad weather, just our attitudes towards it.
I have experience working in the outdoors in previous work settings and in my personal life.
- Canada
- Horses
- Wildlife hospital
