Name: Jim Reding
School: Granville High School
Educational Position: AP Environmental Science, Environmental Studies, Sustainable Agriculture (Summer), Science Department Chair, School Garden and Land Lab Manager.
How long have you been engaged in school gardening? 11 years
How did you get started? Twelve years ago, I was wrapping up a lesson on sustainable agriculture in my Environmental Studies class when a student asked, “…if this is such a good idea, why aren’t we doing it ourselves?” The bell rang and I had the weekend to ponder the questions. On Monday I pitched the idea of a raised bed and carrots in the courtyard, but the students had much, much bigger plans. I listened, completely in awe, as they laid out their vision over the next two days. I was then faced with the reality of telling these inspired students that while their plan was amazing, we did not have the funds to make it happen. Again, the students took charge of the situation, wrote a grant and soon their vision started to take shape. That was 12 years ago and those same students still stop by the garden to make sure their legacy continues to grow!
What was the most memorable moment you had teaching your students in the garden? There have been many, and most not of my making; but the first one that jumps to mind is the day I realized the students “owned” the garden. I ran out to check on things during lunch and found five young ladies sitting at a picnic table among the raised beds, enjoying a freshly harvested salad. They looked a little sheepish at first and asked if what they were doing was okay. It was not only okay; it was brilliant and the next logical step in a thriving school garden. By the following year, the student’s produce was a regular staple on the school lunch line.
Why is school gardening an important educational tool for teachers? When I talk to other teachers (or administrators and parents) about school gardens, I passionately state that there is no subject that can’t be taught in the soil. However, the real value of this educational tool is not in the content or curriculum, it’s in the life lessons that will serve students well beyond the tests and college applications. School gardens teach patience, optimism and hope. You prepare the soil, plant the seeds, tend the patch and hope for the best… but there are no guaranties. School gardens teach grit. You work hard, do everything right and yet things can still go wrong. So you straighten your hat, drop back to your knees and dig in again; grit! This is learning for life! This is what students need.
What advice do you have for those wanting to start a school garden? Let them dream big (but start small). Involve the students from the beginning. Let them “own it” and then get out of their way!
How are you planning for long term sustainability of the garden once you retire or take on another position? Our school garden has taken on a life of its own. It is a fixture in the school community. Students come to my class with the intent of working in the garden and/or on related projects and many of the projects involve other teachers and school staff. If I walked away tomorrow, someone could step into my role and I think the community would make sure that was the case. It has become a part of who we are as a district; as much as an outstanding sports program or award winning music department. It’s part of our school’s tradition and pride.
I should also add that my eight-year-old son is waiting in the wings. He has grown up in the garden and Land Lab and he could lead an hour tour in either of them. He is talking about teaching and taking over when Dad retires and he just may be my greatest legacy!
