Mya Purificati, a final year Education student and member of the Indigenous Teacher Education program (ITEP) at Queen’s University, has always been enthralled by experiential learning. Drawn to the holistic learning and growth that comes with learning from the land, Mya set forth to British Columbia for her alternative practicum placement: she taught in an outdoor forest school called We Think Outside. “I believe that connecting with nature is a powerful way to foster resilience, confidence, and problem-solving skills,” Mya expresses. Passionate about cultural awareness and environmental stewardship, Mya was overjoyed to learn more about Indigenous cultures in British Columbia and immerse herself in a space that honoured the land.
At We Think Outside, the memories Mya made with her students were unlike any of her other teaching experiences. “This school is an alternative to traditional schooling as it focuses on learning entirely outdoors,” Mya explains. “They embrace a multi-age and multi-grade approach.” In contrast to students in a typical Western classroom, students at We Think Outside participate in countless outdoor activities. “Hiking, fishing, cycling, skiing and snowboarding…” Mya begins, “archery, swim safety techniques, plant and animal identification, wilderness survival… They offer so many opportunities.” Throughout each experience, We Think Outside embeds Indigenous cultural education. Mya played an important role helping students understand local traditions and the importance of respecting the land.
From tapping trees for syrup to clearing a deer hide in preparation for tanning, Mya loved helping her students grow through experiential learning. One of her most memorable experiences was teaching her students the value of respect and reciprocity when using animals as a source of sustenance. “We followed the Indigenous practice of utilizing the whole animal,” Mya explains. “So we decided together what to do with the deer bones. It was a collaborative effort, and I loved seeing the students actively engaged in the process. The moment we collectively decided how to use the bones for making necklaces and windchimes was a special one, as it really felt like a shared experience and helped us bond as a group.”
As the class worked together to remove, clean, and prepare the bones to be repurposed, Mya was glowing with pride for her students. “Watching the children, who were 4-12 years old, use tools like the bone saw, sandpaper, and drill almost entirely by themselves – with a little bit of help from me – was truly amazing. It was incredible to see how capable they all were,” Mya fondly recollects. “What stood out to me even more was the respect they showed for the carcass and the process. They approached the task with a level of dedication, thoughtfulness, and patience that I had never really seen with students. They were genuinely proud of their final results, and seeing their sense of accomplishment and pride was incredibly rewarding. This shared experience, where we all worked together and learned together, deepened our bond and made the entire practicum unforgettable.”
With every step of growth Mya guided her students to take, Mya also took a step forward in her journey – both as a teacher and as a person: “As a teacher, I learned how important it is to create an environment where students feel empowered to make decisions and take ownership of their learning. The experience of collaboratively deciding what to do with the deer bones, rather than simply following a teacher-led directive, taught me the value of fostering a sense of agency in students.” Mya advocates for giving children the opportunity to contribute their ideas and take part in decision-making whenever possible. “They become so much more engaged and invested in their work,” she expresses.
Mya has also gained incredible experience facilitating hands-on learning activities as an educator: “Guiding the students through tasks like using a bone saw, cleaning bones, and making necklaces and wind chimes allowed me to practice my ability to teach technical skills, adapt to different age groups, and support students as they navigated new challenges. I learned to trust the students’ abilities to rise to the occasion and take on responsibility, which helped me grow in my confidence as an educator.”
On a personal level, Mya’s experience in British Columbia has deepened her appreciation for the power of outdoor, experiential learning. “I witnessed firsthand how connecting with nature and engaging in meaningful, hands-on activities can teach valuable life skills like problem-solving, patience, and resilience,” Mya shares. “The students’ respect for nature and their pride in their work reminded me of the importance of fostering a learning environment rooted in respect, patience, and thoughtful reflection.”
To Education students who have yet to venture out on their alternative practicum placements, Mya endorses the value of new environments and teaching methods. “Look for opportunities that challenge you, and be open to stepping outside your comfort zone,” she suggests. “Ask questions; seek feedback; reflect on your practice. Embrace the challenges you face, as they’ll help you grow as both an educator and a person.”
About the Author
Juliette Silveira is a final year Education student at Queen’s University. In 2024, she completed her Bachelor of Arts (Honours) Degree at Queen’s University with a Minor in Dramatic Arts and a Major in English Language & Literature. In July 2025, she will complete her Bachelor of Education degree through the Concurrent Education program. Juliette has spent her time at Queen’s learning to become an Intermediate/Senior Drama and English teacher, and she has focused on Indigenous teacher education through the ITEP program. Passionate about cultivating students’ creativity and critical thinking, Juliette is eager to bring her experience as an actress, musical theatre teacher, creative writer, and literary analyst into her classroom.