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Alona Sheridan
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How did you get where you are today?
Growing up in urban north London, my environmental interests developed from reading articles and going camping with my youth club. Later influences were reading Rachel Carson’s ‘Silent Spring’, teaching at a school near Brixton Windmill, (teaching about renewable energy sources) and visiting the then new Centre for Alternative Technology near Machynlleth in 1976. Rainforest destruction and the rights of indigenous people were concerns and good practical teaching resources enabled me to help pupils develop understanding of issues in the late 1980s. Later, teaching at a school in West Norwood and supported by the school governing body and deputy-head, I taught environmental /citizenship education and established a School Council with an environmental focus. I was also a Wildlife Watch leader at a local nature reserve. Subsequent schools I taught at had different priorities so I moved to voluntary environmental activities with a local horticultural therapy mental health charity and with Friends of Mayow Park, continuing both to this day.
What tips would you give someone starting out in your field?
Teaching in a primary school, enthuse your pupils through practical activities such as pond dipping or food growing. Involve senior management. Encourage children to discuss their environmental concerns and help them to suggest solutions.
What inspires you? Or who?
Two women inspire me: Wangari Maathai, a brave woman who faced challenges as a woman and politician but continued her campaign to plant millions of trees; Vandana Shiva who campaigns tirelessly against genetically modified crops and for protection of seed diversity.
What is a significant memory of being in nature as a child?
My first significant nature memories were when I was about 15 or 16, camping and trekking with my youth club, getting dirt under my fingernails, exploring the countryside..
What project are you most proud of?
There is no project I can think of that I am most proud of.
What’s your favourite game or activity?
My favourite activity when I was teaching was pond dipping. Now I enjoy taking people round the trees in my local park and organising our Tree Dressing Day.
What’s your favourite eco-place in London, and why? Sydenham Hill Wood; a place where I can spend time at different seasons, to enjoy birdsong, watch butterflies, hug trees.
Do you have a recommendation to LEEF members?
Support each other, share ideas and carry your enthusiasm way into retirement.
What are you working on at the moment? As a volunteer, I work with adult groups and school children. Activities in my local park include sowing wild flower seeds with children, teaching orchard tree care skills to adults, taking adult groups for walks to admire the biodiversity of ancient trees, opportunities to involve adults and children in caring for their local eco-systems.
How would you like to see Environmental Sustainability Education develop in the next 10 years? I would like schools to enthuse and empower children through what is taught and in practical actions, They should believe that their actions CAN make a difference in caring for their planet home.
Growing up in urban north London, my environmental interests developed from reading articles and going camping with my youth club. Later influences were reading Rachel Carson’s ‘Silent Spring’, teaching at a school near Brixton Windmill, (teaching about renewable energy sources) and visiting the then new Centre for Alternative Technology near Machynlleth in 1976. Rainforest destruction and the rights of indigenous people were concerns and good practical teaching resources enabled me to help pupils develop understanding of issues in the late 1980s. Later, teaching at a school in West Norwood and supported by the school governing body and deputy-head, I taught environmental /citizenship education and established a School Council with an environmental focus. I was also a Wildlife Watch leader at a local nature reserve. Subsequent schools I taught at had different priorities so I moved to voluntary environmental activities with a local horticultural therapy mental health charity and with Friends of Mayow Park, continuing both to this day.
What tips would you give someone starting out in your field?
Teaching in a primary school, enthuse your pupils through practical activities such as pond dipping or food growing. Involve senior management. Encourage children to discuss their environmental concerns and help them to suggest solutions.
What inspires you? Or who?
Two women inspire me: Wangari Maathai, a brave woman who faced challenges as a woman and politician but continued her campaign to plant millions of trees; Vandana Shiva who campaigns tirelessly against genetically modified crops and for protection of seed diversity.
What is a significant memory of being in nature as a child?
My first significant nature memories were when I was about 15 or 16, camping and trekking with my youth club, getting dirt under my fingernails, exploring the countryside..
What project are you most proud of?
There is no project I can think of that I am most proud of.
What’s your favourite game or activity?
My favourite activity when I was teaching was pond dipping. Now I enjoy taking people round the trees in my local park and organising our Tree Dressing Day.
What’s your favourite eco-place in London, and why? Sydenham Hill Wood; a place where I can spend time at different seasons, to enjoy birdsong, watch butterflies, hug trees.
Do you have a recommendation to LEEF members?
Support each other, share ideas and carry your enthusiasm way into retirement.
What are you working on at the moment? As a volunteer, I work with adult groups and school children. Activities in my local park include sowing wild flower seeds with children, teaching orchard tree care skills to adults, taking adult groups for walks to admire the biodiversity of ancient trees, opportunities to involve adults and children in caring for their local eco-systems.
How would you like to see Environmental Sustainability Education develop in the next 10 years? I would like schools to enthuse and empower children through what is taught and in practical actions, They should believe that their actions CAN make a difference in caring for their planet home.
