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How do you get the word out that you have a great idea to make some positive changes to the neighbourhood school grounds? Before approaching others, have a clear understanding of what you want to achieve and why. The benefits of transforming school grounds cross educational, environmental, social, behavioural and even economic realms, so being able to communicate the scope of these benefits is a tremendous asset for inspiring others.
Begin to articulate goals for your school grounds, recognizing that they will evolve and grow as more people become involved. Examples of goals include:
to create a more natural play space for students to connect with and enjoy;
to increase hands-on learning opportunities;
to nurture wildlife habitats;
to provide better shade and seating for students;
to establish native plant gardens that promote connection between natural areas; and
to help students understand and appreciate the process of growing vegetables and herbs.
As you begin to spread the word, talk to some of the key players, namely the principal, maintenance staff and some teachers. Let them in on the idea and seek their input. Without their support and involvement, the project is unlikely to succeed.
A principal who is excited by, and supportive of, the project can do a lot to make things happen by approving teachers' time spent on the effort, seeking financial support and spreading the word in the community. The superintendent and other school board members can help to determine board policies and limitations to the project. The grounds and custodial staff are the traditional keepers of the school grounds, so ensure that they are aware of the proposed changes and solicit their views and involvement as well.
Invite these key players to a staff meeting presentation early in the process. The importance of involving these people early in the process cannot be stressed enough. Be well prepared and demonstrate that you have done some initial research. Bring lots of pictures and examples of other school ground naturalization projects. Talk about safety, vandalism and expense. Have lunchroom and office staff provide input through surveys for those unable to attend meetings. Finally, keep everyone informed of your progress.
Together with a few parents and the principal, teachers can be the leading force in getting the project off the ground. Find teachers who are keen and supportive and invite them to help communicate the idea to other teachers. Teachers will more likely support the effort if it is inspiring and it is made easy for them to participate, namely by connecting the project to the curriculum. Give teachers tools to integrate the project idea into their classrooms (handouts, lists of ideas for activities, templates) to help reduce additional work. Remember to respect teachers' limited time. Organize a lunch meeting or make a presentation at a staff meeting.
Once you have the support of the principal and a few teachers, get the students involved. Decide on a process to obtain input from all grade levels. For example, some schools have formed Green Teams of a couple of students from each class who act as messengers between the project's steering committee and the classrooms. You'll need the help of a handful of supportive teachers to guide the students' participation and make the connections to the curriculum.
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"What we as a collective group have done is very significant, because not only did we change the physical aspects of Glenforest but also the attitudes of many people toward the environment. This, in my opinion, was our greatest accomplishment." David, student, Glenforest Secondary School, Etobicoke, Ontario |
Many successful school ground transformation projects are largely driven by a committed group of parents motivated to create a healthier learning environment for their children. Informing parents of the project and inviting them to participate will not only help to address any concerns they may have but will also go a long way toward engaging their support and drawing on a wealth of skills. Again, it's best to extend the invitation to participate to all parents only after the principal and a core group of teachers have committed.
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Once you've done some initial outreach to some of the key players in your school community, it's time to bring people together to share ideas and to attract members to the steering committee. This is also good time to inventory the skills and interests of your group (see Template 1). When you plan your presentation, try to anticipate any questions or concerns that might arise. Record the initial impressions, which will help kick-start the work of the steering committee.
All Hands in the Dirt - Template 1: Inventory of the Skills and Interests of Your Group (PDF file, 78 kB).
Before the meeting:
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Continue to get the word out through all stages of your project's growth. The more informed people are about what you're doing, the better your chances of attracting more volunteers, gathering donated items and cash support, and gathering more input into the design of the site. It will also help to address potential concerns the community may have about the project and to incorporate these as early as possible into the design process.
The most tried-and-true way of spreading the news about your undertaking is through word of mouth. People are more likely to gravitate toward initiatives they hear about through friends, neighbours and colleagues whose opinions they trust. As the grapevine spreads, so too will support and interest.
The golden rule of effective communication is understanding your audience and their needs. Clearly, a presentation to a group of schoolchildren will be quite different from one to members of the maintenance union - even if the content is the same. Describe the project in a way your audience can relate to. Talk about it in terms that are tangible.
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