Quinta do Vale da Lama
Quinta do Vale da Lama
Details
Commenced:
01/02/2011
Submitted:
12/04/2012
Last updated:
07/10/2015
Location:
Odiáxere, Algarve, PT
Website:
www.valedalama.net
Climate zone:
Mediterranean





My Projects

(projects i'm involved in)

Quinta do Vale da Lama

Quinta do Vale da Lama

Odiáxere, PT


Followers
Adam Posthuma Alexandra Petrikat Andrea Lo Presti Annette van Vuuren Carina Isabel Barrisco Carla Santos Carlos B Chris Kaput Cláudia Martins Diana Diekjürgen Guido Knibbe Gurjeet Kaur Hans Boersma João Gonçalves João Mineiro Jon Holland Jonás Dallador Jorge Coelho Julie Silverlock Lina Soroli Lorenzo Di Sandro luis almeida Margarida Figueiredo (Margot) Maria Fernanda Silva Martin Korndoerfer Mathilde Redaud Miguel Ângelo Leal Monique Volkers myriam parth Myrto Castanas Nancy Thomsen Pedro Wandelli Góis Pieter Ploeg Rachael Fountain Raquel Ribeiro Rayco Cano-Cortes Samuel Lauwers Shao-Lyn Low shaun plumtree Somesh De Swardt Stephanie Ladwig-Cooper Tatiana Abreu Teresa Circosta Tiago da Cunha Ferreira Tiago Amado Simões Tom Kendall Ulrika Landin Ümit  Yüksel Vasco Neves Viktor gruber Zumbuehl Daniel Sabro

Back to Quinta do Vale da Lama

Reflections from Teacher Training with Rosemary

Project: Quinta do Vale da Lama

Posted by Walt Ludwick about 6 years ago

Authenticity - this word has been on my mind since Rosemary spoke of it on the last morning of the Permaculture Teacher Training I took at Vale da Lama, in the beginning of October.

The Teacher Training was a superbly rich experience. I saw learning happening for me and others on many levels, and I have so many insights to share! I could write a post on each topic of the training: designing a learning ecosystem, creating learning outcomes and agreements, communicating verbally and nonverbally with students, and many more. But the greatest insight I had during the course is about teacher authenticity.

As the week progressed, I found myself becoming consciously aware of a million things that I’d always done (or not done!) unconsciously while teaching: eye contact, body language, asking questions, giving concrete examples of every abstract concept, and more. I took the opportunity of having a safe peer group to practice teaching methods and topics I was less comfortable with. I stepped beyond my natural teaching style, and as a result, felt like my lessons were getting more and more confusing!

But on that last morning, when Rowe spoke of how we each need to find our own authentic teaching style, it all came together. I realized that I’d forgotten the simplest instruction for being a good teacher: Be authentic. Be present. Be aware.



In that moment, I remembered why I seek out teachers in the first place: not to get information (I can get that from books), but rather to be supported in an experience of growth. I noticed that the teachers I really value in my life are those who help me take one step closer to becoming who I want to be. They offer just the right balance of challenge, coupled with the information, skills, and practice needed to overcome it, for me to have an empowering experience.

That, to me, is the essence of participatory education. It’s not enough for a teacher to be an expert in a specific field. He or she must develop and refine the skills necessary to design learning experiences for students in a way that allows students to discover their innate power, their potential to be agents of change that re-imagine, re-design, and regenerate their world. Rosemary role-models this expertise in a powerful way that has inspired me and challenges me to continue learning for a long time to come.

Mirka Hlavacova, Student, Teacher Training

Comments (0)

You must be logged in to comment.

Courses Taught Here!
Project Badges
Rural Community Demonstration Educational
Administrators
André Carvalho - Designer and Apprentice Teacher Mari Korhonen - Editor Walt Ludwick - Admin
Team Members

Report Quinta do Vale da Lama

Reason:

or cancel

Hide Quinta do Vale da Lama

Reason:

or cancel

Hide Reflections from Teacher Training with Rosemary

Reason:

or cancel

Legend of Badges

Note: The various badges displayed in people profiles are largely honesty-based self-proclamations by the individuals themselves. There are reporting functions users can use if they know of blatant misrepresentation (for both people and projects). Legitimacy, competency and reputation for all people and projects can be evidenced and/or developed through their providing regular updates on permaculture work they’re involved in, before/after photographs, etc. A spirit of objective nurturing of both people and projects through knowledge/encouragement/inspiration/resource sharing is the aim of the Worldwide Permaculture Network.

Member

Member

A member is a permaculturist who has never taken a PDC course. These cannot become PDC teachers. Members may be novice or highly experienced permaculturists or anywhere in between. Watch their updates for evaluation.

Male memberFemale member

Permaculture Matchmaker

One of these badges will show if you select your gender and the "I'm single, looking for a permaculture partner" option in your profile.

unverified

PDC

People who claim to have taken a Permaculture Design Certificate (PDC) course somewhere in the world.

verified

PDC Verified

People who have entered an email address for the teacher of their PDC course, and have had their PDC status verified by that teacher. Watch their updates for evaluation.

pri_verified

PRI PDC

People who’ve taken a Permaculture Research Institute PDC somewhere in the world.

pdc_teacher

PDC Teacher

People who claim to teach some version of PDC somewhere in the world.

pri_teacher

PRI Teacher

With the exception of the ‘Member’ who has never taken a PDC, all of the above can apply to become a PRI PDC Teacher. PRI PDC Teachers are those who the PRI recognise, through a vetting board, as determined and competent to teach the full 72-hour course as developed by Permaculture founder Bill Mollison – covering all the topics of The Designers’ Manual as well as possible (i.e. not cherry picking only aspects the teacher feels most interested or competent in). Such teachers also commit to focussing on the design science, and not including subjective spiritual/metaphysical elements. The reason these items are not included in the PDC curriculum is because they are “belief” based. Permaculture Design education concerns itself with teaching good design based on strategies and techniques which are scientifically provable.

PRI PDC Teachers may be given teaching and/or consultancy offerings as they become available as the network grows.

pri_teacher

Aid Worker

The individual with this badge is indicating they are, have, or would like to be involved in permaculture aid work. As such, the individual may or may not have permaculture aid worker experience. Watch their updates for evaluation.

pri_teacher

Consultant

The individual with this badge is indicating they are, have, or would like to do paid permaculture design consultancy work. As such, the individual may or may not have permaculture consultancy experience. Watch their updates for evaluation.

community

Community Project

Community projects are projects that help develop sustainable community interaction and increase localised resiliency.

Report Reflections from Teacher Training with Rosemary

Reason:

or cancel

Feedback