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Discursive practices can focus on the teacher’s language about students as well as the teacher's language with students. In the post above, we see a focus on discussion about students. The post offers various ways to think and talk about students using a mindset that empowers them instead of limits them. King (2021) similarly discusses using this empowering language while talking with students.  King (2021) explains “anti-oppressive emotion language involves verbal communication that refers to an emotional mental state, validates feelings across social groups, and disrupts problematic narratives by providing culturally responsive guidance to emotional expression” (p. 18).

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Caregiving practices involve not only providing physical care, such as feeding, diapering, and allowing time for rest; but also mental and emotional care. This is supported by Leavitt & Power (1997) "Body care entails developmental, existential appreciation for children's embodied experience" (p. 69). To support children in this mental and emotional care, we can use mindful apps such as Smiling Minds. Smiling Minds is an Australia-based app that provides guided mindfulness practices for children and adults. They provide different categories of sessions for different ages, goals, and locations, such as at home, work, or school.

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Lenz-Taguchi explains "In doing this, we were not focused on the children but on the "children's meaning-making fantasies and their effects at work" (Lenz-Taguchi, 2010, p. 27, as cited in Cabral, Fincham, and Templeton, 2019, p. 36).  Here, the authors highlight the importance of noticing children's thoughts and providing inquiries and provocations that allow them to express those thoughts outwardly. This can be simple or complex but the goal is to help children think about their world and those around them as well as express those thoughts.

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Books like Old Enough to Save The Planet can be great resources to begin the discussion about ecology and ecological practices. It is important that we consider and question our relationship with the environment as well as help our students do the same. Affrica Taylor (2017) poses many questions that can help us begin that inquiry, “What lies beyond environmental stewardship responses and pedagogies? How might we reconceptualise our place and agency in anthropogenically- altered and inextricably entangled natureculture world? How might such reconceptualisations inform new kinds of environmental pedagogies that circumvent the traps of always reverting to the script of humans to the rescue? (p. 1454, as cited in Saint- Orens and Fikile Nxumalo, 2018, p. 71)”

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Old Enough to Save the Planet (Changemakers)

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Old Enough to Save the Planet (Changemakers) [Kirby, Loll, Lirius, Adelina] on Amazon.com. *FREE* shipping on qualifying offers. Old Enough to Save the Planet (Changemakers)

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The most powerful schooling practices are those led by children. Here, we look at student centered morning meetings as a meaningful schooling practice. This helps build classroom community, engagement, and helps the teacher gather what the students are interested in outside of school. This is helpful to allow teachers to bring students interest into the curriculum. Leu et al (2016) identify 5 points to help teachers nurture an emergent curriculum

1. Keep logs of individual children’s ideas as well as their participation in group activities and events.

2. Encourage multiple pathways of engagement to open the classroom to children’s lives (e.g., pajama party, objects from home).

3. Find ways to expand the children’s worldviews: research materials and resources that build on children’s ideas and activities and provide counter-narratives to single stories (Adichie, 2009).

4. Involve children in curriculum making by documenting their journeys, recording their insights, and providing the materials and space to enact their ideas.

5. Consider each child’s preferences and personalities, and then invite them to collaborate in their own distinctive ways. (p. 56)

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Morning Meetings: Building Community in the Classroom

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Forest schools allow for child-led play and exploration. The Forest School linked above documents their experience with child-led play in an outdoor kitsch area. The children were extremely engaged in their self-discovered provocation. Throughout this exploration, the children expressed their prior knowledge and shared that with their peers. I saw similar outdoor exploration during my time at the CYC. I was lucky to see children discovering some plants growing in the outdoor playground. The children immediately were engaged in protecting these plants and watching them grow. They got all of their peers involved and by the next week I was there, they had set up a garden in that portion of the playground.