-by Aditi Rao
An Educator's Diary #2
Teaching is often seen as a linear journey of knowledge transfer, but in reality, it is much more— a constant cycle of learning, adapting, and creating. Over the past few months, my journey as a Nature Classrooms’ fellow, exploring nature-based learning has been exactly that: a rollercoaster of challenges, small victories, and meaningful conversations that left me thinking about the deeper essence of education.
One of my first sessions was at HPS Sarkuli, a rural Kannada-medium government school. Here, I introduced the Nature Classrooms’ pedagogy and resources to the teachers. Their concern was palpable—extra workshops meant more time out of an already packed schedule. But their suggestions to meet every Friday afternoon gave me hope. Even amidst their hectic routines, they showed interest in co-creating resources that connect the syllabus with nature. It was clear that any plan would need to respect their constraints and be deeply rooted in the local context.
Then came the sessions with students—a chance to dive into the excitement and curiosity that often lies dormant in the classroom. I remember using bird flashcards as an icebreaker with the 5th and 6th-standard students at the same school. Their enthusiasm was refreshing; they spoke animatedly about hornbills and other birds they had seen. However, it was equally clear that their exposure to biodiversity was limited. They knew the common fruit trees but had little connection with the native trees or the stories they held.
Working with teachers, however, often revealed a different story. At N.H.S. Onikeri, my science teacher, Mrs. Mamata Bangle, welcomed me with open arms. Her love for teaching went beyond marks and exams, though she admitted the pressure to deliver results often stifled creativity. We brainstormed ways to integrate nature into her lessons, starting with the conservation of plants and animals. She reminded me of the importance of grounding educational interventions in the students’ realities—bringing in local examples and stories rather than distant places they could not relate to.
I also met with Mr. Deepak Gokarna, the Block Resource Person (BRP) for our region. His support has been invaluable. For weeks, I struggled to find schools and teachers willing to open their doors and try something different. Mr. Gokarna became the bridge I needed, introducing me to schools and encouraging teachers to explore new ways of learning through nature. Through him I got an opportunity to conduct a workshop for 26 language teachers. What struck me the most were the reflections teachers shared during the workshop. When asked how they connected with nature as children, the stories poured out. One teacher reminisced about collecting wild fruits as a child to bribe her teacher when homework was incomplete. Another spoke of swinging on a peepal tree with her cousins. Mr. Gokarna shared how living near a forest changed him, turning him into an ardent nature lover. These memories, so vivid and joyful, stood in stark contrast to their observations of students today. “Students consider parks as forests,” one teacher remarked. “They don’t know how to observe anymore.”
Despite the challenges, the teachers’ creativity and enthusiasm shone through. They came up with games that seamlessly wove nature into learning. A survival game to teach the food web, a “tag” game to identify plants, and even a cricket match where players asked and answered questions about birds. One teacher suggested planting trees in school to celebrate students’ birthdays—a simple yet meaningful way to connect them with nature. The creativity was infectious, and the room was alive with excitement. A Cluster Resource Person even came up to me after the session and said, “We rarely see teachers this relaxed and happy in these meetings. Thank you.”
These conversations and sessions taught me valuable lessons. First, teachers are willing to adapt, but they need resources that align with their curriculum and respect their time constraints. Second, while students may lack direct exposure to nature, their curiosity is boundless when ignited. Third, the systemic challenges—pressure to complete the syllabus, lack of teacher training, and a rigid focus on exams—need creative, empathetic solutions that work within the system rather than against it. These experiences have shown an important lesson for me as an educator: collaboration is key. Whether it’s working with supportive teachers like Mrs. Bangle, engaging curious students, or receiving the unwavering support of someone like Mr. Gokarna, education thrives on connections. Nature, with its endless stories and lessons, can bridge many gaps, but only if we’re willing to bring it into our classrooms.
I also realized that teaching is not a one-way street. The teachers and students I am working with are becoming my mentors, showing me what education could look like when rooted in joy, curiosity, and connection. Their reflections remind me why I started this journey in the first place—to help children and educators alike rediscover the wonder of nature, one story, one game, and one tree at a time.
As educators, I feel our role is to spark that first flame of curiosity, but the real work lies in keeping it alive. For that, we need the support of teachers, the enthusiasm of students, and a system willing to embrace the outdoors as a classroom. Nature learning is not just an add-on to education—it is its very foundation. I’m looking forward to creating more stories and memories from another wonderful school, HPS Panchalinga where I have started working now. And to share those moments and reflections with you.
About the author:
Aditi Rao, Fellow-Karnataka, Nature Classrooms
Having pursued her Masters in Wildlife Conservation Action from BVIEER Pune, Aditi has shared a deep relationship with nature right from her childhood. Surrounded with the natural wonders of the Western Ghats, she quickly found herself drawn towards playing and connecting with nature. Since her undergraduate days, she has strived to bring her love for nature to children through various awareness and outreach programmes.
As a Nature Classrooms fellow, Aditi is actively working to bring our nature learning framework and resources to teachers and educators in and around her home ground, Sirsi, and other towns in Karnataka. She is conducting training workshops on our approaches and pedagogies, building relationships with schools, teachers and educators, and co-creating culturally, locally relevant resources to further a connection, love and understanding of the local biodiversity.
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