Nature's Classroom
Sit-spotting - it was the first activity of the school day for at least ten minutes, rain or shine. Senses awakened, the gate would open, and we would all disperse in different directions across the playground to find a place to be, preferably a few metres away from anyone else. Children could be seen tucked within the low branches of a tree, on a log, sitting on top of the large tractor wheel play-feature or curled up inside it, below a bird box, with their feet in a puddle, lying on the grass, or facing the surrounding woods. All external human activity ceased so that our attention could be drawn to the circling birds of prey, cloud formations, insects, the wind or sun on our cheek and other natural sensations that grounded us in the reality and presence of nature’s embrace. The guests and visitors who happened to join us for these sittings were themselves touched to have been included in this collective reverence for nature, and often shared their surprise at the children’s capacity to embrace it daily.
It wasn’t a forced practice but admittedly did require an element of ‘upholding’ to make it possible. Given complete freedom of choice, some children would likely have been tempted to spend the time socialising and playing instead, subsequently influencing others to do so. In the same way that a parent might respectfully assert the importance of coming to the table to eat, to bathe, brush one’s teeth, prepare for sleep etc., we continuously discussed the value of this whole-school activity and the need for it to be a collective endeavour for it to work. But within that framework, children chose to sit where they liked, observe what they wanted, look outward or inward, and take notes or sketch. A few children sat close to an adult or a friend, and occasionally one or two waited inside for reasons quite specific to them.
To be alone and unstimulated by the constant actions of others and free of the triggers of the chattering mind is a challenge for us all. Sometimes I would sit in my spot completely absorbed and touched by the beauty and simplicity of this moment in which all of my deeds and drives ceased. At other times, I confess, I would be lost in thought, planning my next move, watching the time, or distracted by the fidgets of others around me. I imagined this must have been the same for all of us positioned in our little worlds on different days. And when my attention was drawn to my young companions, I noticed similar spells of slipping in and out of awareness and appreciation. There were mornings in which I doubted these efforts, and other days when a quality of peaceful respect and communion with nature wondrously permeated the whole school setting.
