Sitspot routine as a mentor

`Core routines of nature connection` as starting point and fundament of `Coyote Mentoring`

In wilderness education and deep ecology it is assumed, that modern people are often not connected with the signs, sensations and voices of their inner self and of the natural world around them. Our body system is tuned into the daily routines and habits which follow the requirements of a so called civilized lifestyle and our genuine natural feedback systems are often half asleep, weakened, distracted or overloaded so to speak. That lack of awareness leads into more or less consciously disregarding the essential needs, vitality, wisdom, flow and cycles of our inner and outer nature – a state of mind and being which is named `disconnection`. Core issue of wilderness pedagogics is to light the spark and nourish the fire of `reconnection`. To awaken and strengthen that genuine human ability it is essential to practice so called `core routines of nature connection`.

Deeper meaning of the `core routines of nature connection` is to expand the human consciousness due to opening up for aware and present being in nature with all senses and getting experience based to realize one´s own close interweaving with the natural network of life, what reawakens curiosity, amazement, openness, trust, awe, gratitude and responsibility for us and our universe in the face of miracles of life.

After five years of personal practicing and deepen and broaden that experience while sharing with my colleague and mentees via performing, journaling and reflecting I have the impression that the `sitspot` or `secret place` might be one of the most valuable mentors among a broad diversity of `core routines`. Mainly because it teaches you to come back to a quiet, open and observant attitude. For me the `sitspot` is like the calm space in the eye of the storm – helps for all what you can meet and find in life.

`Core routine`: `Sitspot` or `secret place`

The `sitspot` or `secret place` is an exercise of precepting, observing and hence re-connecting back to nature. Over the course of the season you regularly visit a place to spend some time in silence to experience the animate earth with all senses and consequently to get in touch and resonance with it. Due to that you will get to know your place and yourself in an intense and awareness rising way. You can find that place following criteria of preferences or the place can find you e.g. guided intuitively by aimless wandering. It makes sense to stick to one or two locations you will become familiar with. So you will learn to perceive changes, to understand movements and processes that the place undergoes in a year´s course. You will recognize the influence of the weather regarding well-being and phenomena. By fully aware approaching the place and staying there you will give animals the chance to get used to your presence and to show themselves – even make contact. You could extend your perception of `sitspot` and your way there by drawing a map of the surroundings, by sensing which story(s), which song(s) the place induces, by exercising in listening, seeing, tasting, smelling, feeling, balancing or meditating. There are no limitations to the curious and friendly tuning into the inner and outer nature within the here and now, except not feeling comfortable and dealing with spinning and jumping thoughts. So you have to find out how to comfort your body and to calm down your mind before or while being at your place. With your returning presence, openness and allowance the place will begin to talk, evoke questions, give comfort and companionship to you.

Personal task as preparation for the LTTA in Germany

Please find your `sitspot` and note how you found the place or the place found you. Which are your criteria for a good spot?

Please note your preparations in order to feel comfy and calm at your place. Do you bring something with you (gear, food …)?

Please try to visit that spot at least three times before we meet in Germany. Take your time and be present.

Take some notes afterwards: thoughts, images, experiences, questions, sensations, songs, poems – whatever appears/ comes up. Which time of the day have you been there? How was the weather/ atmosphere? How did you feel when you entered the place? How afterwards? How long did you actually stay? (…)

If you want, you can extend the core routine by wandering, mapping, sketching, tracking … whatever comes to your mind – only: Please try at each visit to stay at the place in silence and aware for a while before falling in activities again; say about half an hour minimum.

GW

Tracking mammals

Just another rainy day. Perfect conditions for spotting animal footprints that got stuck in the ground. Watch the video to get an idea of the basics of tracking mammal footprints as well as walking patterns. Document your findings by taking photos or drawing pictures. That way keep records of single tracks and full cycles of footfalls. Follow the track to find out about the way of locomotion the animal was using. Ask questions. If more advanced in that you might measure width and length of a single footprint as well as stride (step length) and straddle (trail width). Send little stories of your personal tracking experiences in the comment section. Happy tracking! AP

Coyote camp for youngsters

Early November European Wilderness Mentors of BSH der Hoffbauer gGmbH organised a wilderness camp for their own children or younger siblings. A mixed age group of kids (4-12 years) spent a day and a night outside in the area of Seddiner See south of Potsdam. The camp was set up on a meadow embedded in forests. After a check in to tune in to the place the children could choose from different activities where they could acquire creative skills (making dreamcatchers or braiding bracelets) as well as basic wilderness skills (orienteering, fire making, wood chopping, knots, building bow and arrow). The kids were really into it and the mentors could observe child passion and flow moments. After cooking over the open fire it was time for a treasure hunt. The youngest kid proudly carried the map and the older ones were using compasses to find the way. A shaman and a hedge witch were giving clues by telling a story about the treasure of Pico di Bello a long gone robber who broke with his family and turned into a naturalist. When the box was found at last by the youngsters it provided useful things for the naturalist: a selection of mini field guides, dried mosses, an ancient quill for writing which was tried out later and Pico´s wisdom messages written on autumn leaves. When dusk came in it was time for a night hike. The pack followed a wolf track and walked in silence to be able to see animals. Thermal imaging helped to spot deer in the distance. Not only the children meant to see a wolf sitting nearby the scene watching the deer. AP   

Bees and trees and pandemic stipulations

I must admit, I´m fed up with pandemic stipulations. Period. At home we are less affected and can work our way around them. But at work in an urban kindergarten with a rather blank outdoor area and without the opportunity to bring the children to places with more nature … my, it´s a real challenge!

Believe it or not – wilderness pedagogics can still help, even in settings where you have to squint very hard to find an ounce of wilderness. I find myself adapting and using wilderness games or mentoring tools increasingly often and with good success.

Some weeks ago, we were learning about bees. We would see the combs, craft bees from pinecones, dry leaves and felting wool, taste honey and sing some bee songs.

But the most fun we had with an animal forms game. I arranged some folded paper flowers across the room, each with a tiny cup and some water inside. A bigger cup was declared as the honeycomb and placed in the hive (a low shelf in the corner). The children received small pipettes and magically transformed into bees. They were so eager to collect all the nectar with their pipettes and to bring it home to the hive!

Another great game is called tree tag. The catcher dubs a kind of tree (birch, oak, maple…) as the safe haven, counts to a suitable number to give the others a head start and everybody tries to reach a safe tree while the catcher tries to catch them.

 As we have only 5 very small fruit trees in our outdoor playground, we had to adapt the rules. Last week we were dealing with the topic of colours, so we used colours for the haven. But the game should work as well with other topics (like for instance different shapes, different materials, something to climb on, something to use with your hand), too.

At the very least the children have a great game of tag with the bonus of some focused attention to different aspects of their surroundings.

In my case the children were soon running all over the place and spotting even the tiniest flecks of safe colours. And they could adhere to the rules easily, which is a real bonus and a sign for a true natural game.

So, let´s bring wilderness games inside!

The wild creatures we are at heart will love it. CT

Foldable saw out of greenwood

Some years ago I made my own Bo Weslien style model of a foldable outdoor saw at Sjövik Folkhögskola. Having no machines at hand back home for high precision wood engineering I was thinking of making a copy of it out of green wood and traditional tools: a froe for splitting a small log to get both handles; axe, shavehorse and drawknife for shaping the handles, carving knife for making the peg, tenon cutter for cutting both tenons at the end of the cross brace that goes into both handles.

Tools from front to back: Japanese saw, froe, carving knife, drawknife, axe, tenon cutter

Freshly cut maple wood was at hand. The two slots for taking up the sawblade I did with a Japanese saw. The exact position of the holes for the sawblade are given on the packing. Holes need to be only slighthly smaller than the fullthread screws to avoid splitting! Before screwing them in, fix the sawblade with a bolt or a nail opposite where the screw goes in, otherwise it might not meet the exact position in the slot which can result in splitting the handle. While screwing the handle part with the slot needs to be clamped to avoid splitting. Two more holes to take up the Paracord and the sawblade can be tightened. Sawing with it is light work and great fun.

Sjövik´s Model (in the back) and first non-foldable greenwood version in the front
Splitting
Shaving
Carving the peg with an axe

A good project with children or youths. Once you have gone through the tricky bits it might only take about 3 hours to make such a saw out of greenwood.

Making it foldable…

meant a bit of measuring and calculating for a shorter crossbar. I shaved a log of Robinia wood one side to take up the tenons. I also shaved the tips of the crossbar for which I used a log of maple. Then I cut the tenons and did the slots for the blade. To protect the blade when folding the saw I needed to cut a slot all along the back of the handle (last picture). I used a Japanese whaleback saw for that. Handles could have been a tad longer and I should have sticked to the position of the holes as in my first try. Next time.

All in all it is quite compact now but it feels a bit heavy for taking it on tour. I might get rid of some of the material by shaving the crossbar and handles. But in that case it would loose some of its rustic charme.

Animal Forms for pre-schoolers – Bird family

Let the children team up as bird parents or eggs/chicks. Help the “bird parents” build a makeshift nest from twigs, grass, or pillows, whatever you have available. Then place the “eggs” into the nest, have the children kneel there and make themselves very small.

Instruct the bird parents to warm the eggs with their wings (arms) and to include all the eggs (stroke over their backs). Tell them to listen very carefully, maybe the chicks inside the eggs will start chirping at some point. Time to hatch!

Newly hatched chicks must stretch their bodies after all this time cramped up in an eggshell. And now it´s feeding time for busy bird parents! The chicks are chirping and demanding food. You could provide some peanuts, raisins, or the like, but children can play make-believe even without those helpers.

After some feeding rounds you should encourage the chicks to try their own wings and fly about with the parents.

To calm all the excited birdies down, announce nightfall, when chicks and parents come back to their nest and sleep cuddled up, warm and safe.

My kindergarten group couldn´t get enough of this idea and we had to play bird family several days in a row! CT

Unravelling the mystery

On a walk near some flooded meadows and reeds I found an eggshell. I´m not sure if it´s from a swan or a goose, both are known to breed there and both the size and colour of the eggs can be almost alike.

But the time of year and surrounding tracks presented a nice puzzle – it was much too early in spring to be hatched already. More likely a predator had snatched it from the nest.

I´m actually quite frustrated with the pandemic and accompanying restrictions due to which my urban kindergarden group couldn´t go on a trip to the forest for more than a year.

But why not bring the mystery inside?

I thought this could prove an excellent opportunity to introduce field guides to the children. So, I took some pictures of the tracks and the egg and the next morning found my little trackers and me engrossed in a field guide and wondering what might have happened out there.

Our best guess is a racoon stealing and eating the egg. Maybe you can come up with a better idea? CT

Weaving a basket

For a nature reconnection day with our course we had the idea to weave little baskets for collecting herbs with our mentees.  

We were trying different materials. Blackberry vines seemed rather suitable after getting rid of the stings. For that we were using an empty tin in which we had drilled a 5mm hole into the base. We cut long blackberry vines and pulled them through the hole. While doing so we had to move the vine into all directions and the stings fell off.

Now we could bind the vines into a ring (wreath like shape). Then 4 rods were pulled from one edge to the other edge of the ring. They later formed the base for the grid. Start the next vine from outside crosswise to the 4 base stems and weave it in turns (alternating) over and under the base stems. At the edge just wind it around the wreath and secure the end within the wreath. Go on witn this until the whole base is covered. At the beginning you can define the shape dy moving the basic framework.

It was similarly by using hop vines whereas even here the more sturdy blackberry vines made the base grid.

Stinging nettle is a good material for weaving small baskets. I picked some taller grown nettles with gloves and took off the leaves. They can later be used for tea or soup. After that I beat up the stems with a stone until they got soft. Hence the fibres broke and the stems could be bent or woven more easily without breaking. Again a ring was shaped and here I included a little handle. As for the other baskets put stems from one edge to the other edge of the ring and hide the ends. SG

dav

Seize the opportunity! Or: Tracking for youngsters

Usually we get very little snow in my region during the winter. So when we found ourselves in a snow-covered world last week, the children in my kindergarten group were really  excited and we decided to go for a walk to a park in our neighbourhood. 
Under normal conditions this park is  quite dull but snow has some magical abilities. 
We found lots of tracks and the questions just bubbled up – who left them and where did they go? We had a good look at the tracks, noticing the balls, toes and claws – a wolf? A cat? More likely a dog. And these smaller tracks? Surely they were made by a cat? But look, there are claw marks, too… 
Soon I had a group of 3 and 4 year olds tracking first one dog across the lawn, then another, gaining insights and confidence along the way. What a joy to watch the little trackers with their red cheeks and bright eyes! CT

Teaching Idea: Meditation on the elements

When we were planning a pedagogic programme some of our course members sometimes had a hard time to focus on the task at hand. The pedagogic programme had the 4 elements for a central theme, so I came up with a corresponding meditation sequence to try and help with grounding and focussing our awareness and energy. Due to our season (autumn, late October) and rather chilly weather conditions I would suggest doing this outdoors standing upright in a circle facing inwards:

After an opening sequence of slow breathing, closing your eyes, centring your attention to your body and a short body-scan from head to toe, first focus on the element Earth. Feel your feet on the ground, feel the firmness and strength of the earth carrying and supporting you. Imagine the soles of your feet sprouting roots, extending downwards and anchoring your feet in the ground. Feel the power of the Earth flow from the tips of your roots up to your feet, your legs and further up to your whole body. Envision yourself strong and firm like a tree, rooted in the soil, sustained by mother Earth. Then let your roots go very gently.

Shift your attention to the Air and become aware of the air as you are simply breathing. Feel your chest and abdomen expand with inhalation and deflate with exhalation. Sense the air streaming in and out of your nose, throat and lungs. Smell whatever the air can tell you about your surroundings. With the next inhale envision the fresh energy of the air filling you and reaching far into your lungs, floating along the blood vessels through your body. When you exhale, envision your breath to carry not only the used air but distracting and interfering thoughts, too. Let them go and inhale again the fresh energy with a deep breath.

When you feel refreshed and filled with oxygen, shift your attention to Water. Maybe water is surrounding you in the form of rain, snow, mist, clouds, a brook or a lake nearby. Maybe water is not visible in itself, but abundant in plants, trees and even yourself. Depending on your easiest available water source focus on the sound of the water – a murmuring brook, rolling waves, trickling rain, rustling trees or grasses, maybe even your own pulse. Or feel the water in humid air around you, on your bare skin, under your feet. If those don´t work for you, put your fingers on the pulse point at your neck and feel your own blood pumping. This too is water. Focus on whichever sensation water is giving you and envision the power of flowing water washing over you and cleaning your mind.

Maybe at this point you will feel a little cold, so it is a good moment to focus on the element Fire. The sun is our biggest fire and always there to warm and energize us. Shift your attention to the middle of your chest and envision a narrow ray of sunlight shining exactly on this spot. Feel this tiny spot warming up und expanding to a larger spot, covering soon your whole chest and expanding further – up to your neck and head, down to your abdomen and hips, your legs and your feet, sideways to your arms, your hands and fingers. Savour the warmth covering and permeating your body and let it spread outwards to the people next to you, until you are forming a joint circle of warmth and light.

Keep some of that light and warmth inside your chest and gently let go of the intense focus. Take some deep breaths and let go, just be. Feel the earth beneath your feet, the air around you, the water flowing and the sun shining. Allow your senses to fill your mind slowly with sensations of your surroundings – the sounds, the smell, the feeling of your body. And when you feel ready, just gently open your eyes again. Stay for a moment and familiarize yourself with your group and your place before you proceed to the rest of your day.

Update: I offered this meditation in our last course lesson after the opening circle and all attendants were game. My, 18 people in a circle outdoors are a lot! We were standing in a meadow surrounded by forest, but near a clearly audible highway. Surely this would be easier in a quieter landscape or in smaller groups, I really had to remind myself to speak louder than I usually would. Some people experienced difficulties to engage deeply, but listened nonetheless and all were able to relax to some degree. Most appreciated at least part of the sequence and a few felt the energy of the elements intensively. Afterwards I perceived the group as quite eager to start their scheduled tasks and maybe even a little more focused. Thanks to all for being open and engaging! CT