Alina's Exit Slip - Sept 24

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I really enjoyed how interactive today’s class was. It was so cool to use our bodies as measuring tools and learn about the many creative methods people used in the past before rulers and measuring tapes existed. I had originally only thought of using the length of a foot, but I was surprised by how many other body parts, such as fingers, elbows, and hands, could be used for measurement. I also really enjoyed learning about real-world activities that can take place in the garden because I believe they can have a lot of meaning for students. Learning about the angle of the sun was very interesting and now I am going to think about it every time it is sunny and I am outdoors. Additionally, seeing Susan’s compass was so cool because I have never seen one in real life before. Overall, I took a lot away from today’s class. It inspired me to incorporate more outdoor learning into my future math classroom and to create real-world activities that allow students to apply mathematical concepts in meaningful ways.

Alina's Entrance Slip - Sept 22

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There are so many positive outcomes that can come from connecting gardens with human behaviour and learning. I was surprised to learn that the garden was established in 2005 and is still thriving today in 2026. It is amazing to think that 21 years later, we are still able to learn and benefit from the same space. I was also surprised to learn that Think&Eat Green@Schools used a $1 million research grant to engage 43 schools and more than 35 community agencies in building school gardens. Although $1 million is a significant amount of money, I thought it was meaningful that the funding was used to help so many schools and communities build gardens. I especially liked the idea of the living world acting as a “co-teacher.”

As a future mathematics teacher, I could teach in and with a garden by having students perform physical tasks like measuring the area and perimeter of garden beds, graphing plant-growth data, or identifying patterns. A lesson could be as simple as bringing students outside with a portable whiteboard and having them use the garden as a real-world mathematical setting. Students could sit on benches, the ground, or cushions, making this a relatively low-cost way to create a different learning environment.

There are many benefits to this approach. Students may look forward to learning in an environment that is different from the typical classroom, while also getting fresh air and sunlight. It could also help students see mathematics as something connected to the real world rather than something that only exists on paper.

Some challenges include unpredictable weather, the distance between the garden and classroom, and outdoor noises or distractions that could make it difficult for everyone to hear. These challenges could be managed by having an indoor backup plan and setting clear expectations for students. Overall, I think teaching in and with a garden is a great opportunity to make learning more engaging while allowing the environment itself to become a co-teacher.

Alina's Exit Slip - Sept 17

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Today’s class was very insightful. Being able to choose a spot in the garden and reflect on my surroundings was a peaceful experience. I loved returning to a familiar place, sitting on the same bench I usually sit on, but turning in the opposite direction. By simply changing my perspective, I noticed so many details that I had never noticed before. I saw a very cool structure that was made of sticks, and I saw a variety of signs that labeled the plants in the area. Previously, I had only noticed one sign, the apple tree sign, because it was directly in my line of sight from where I regularly sit in class. Discovering the other signs, which were beautifully painted and labelled, was really cool and made me appreciate the thought and creativity put into the garden.

Sketching two living things and two man-made objects encouraged me to observe my surroundings more intentionally. I found it inspiring to slow down and pay attention to specific objects, such as a birch tree leaf. There are so many beautiful details to appreciate, including its texture, smell, the sound of the leaves rustling in the wind, the intricate lines, and the unique outline of each leaf. Taking the time to reflect on the small things we often overlook was eye-opening and helped me recognize the beauty in nature that can easily go unnoticed when we do not take the time to truly observe it.

Alina's Entrance Slip - Sept 16

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Yes, this article speaks to me as a current teacher candidate. Although it was written in a different time and place, I connected with its discussion of teachers’ responsibilities and professional freedom. Teachers have specific curriculum content they are expected to teach, but they still have considerable choice in how they plan lessons, manage their classrooms, and support their students. I also connected with the section on responsibility, as it reminded me that I will be responsible for making decisions that directly affect my students and their learning. I agree with the article’s emphasis on using practicum experiences to understand how schools operate, as observing and reflecting on these experiences will help me improve as a teacher.

One part that felt dated was the discussion of comparing personal beliefs with those of others and considering the consequences of withholding certain beliefs. While reflecting on and questioning our beliefs is still important, I think the language could be updated to emphasize respecting and engaging with diverse perspectives rather than “comparing” beliefs. This article also helped me think about teacher inquiry and critical thinking by encouraging me to question my own assumptions and reflect on the decisions I make as a teacher. Rather than simply accepting existing practices, I should continually ask why things are done a certain way and consider their impact on the students.

Alina's Exit Slip - Sept 10

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    I really enjoyed today’s class discussion because it opened my mind to ideas that I had never considered before. One topic that stood out to me was how Frank McCourt was very honest and direct with his students. One of his main suggestions as a teacher was to simply be yourself and tell the truth. I found this interesting because it shows how authenticity can build relationships with students and make the classroom feel more genuine. I was particularly interested in how Frank noticed that when students wanted to skip class, they would impersonate notes written by their parents. Instead of punishing the students for doing this, he found a way to connect the situation to his English class content by using the excuse notes as examples of writing. I think this is a creative way to increase student engagement and demonstrate how teachers can turn everyday situations into learning opportunities. However, Frank’s teaching style also raised the question of whether there is a point where a teacher can be too open or personal with their students. Personally, I agree that being yourself and telling the truth as a teacher is valuable in many ways, but I also believe that teachers need to maintain certain boundaries and keep some aspects of their personal lives private. Building meaningful connections with students is important, but teachers also need to recognize when a personal boundary may be crossed. Frank was clearly successful in connecting with his students, which left me wondering what his life outside of the classroom looked like. I found myself wondering about the external factors and challenges he faced and whether they contributed to the way he interacted with his students. Overall, the discussion made me reconsider what it means to be an authentic teacher. I still believe that teachers should be genuine and approachable, but I now see that authenticity does not necessarily mean sharing everything about yourself. There needs to be a balance between being yourself, building relationships with students, and maintaining professional boundaries. This is something I will keep in mind as I develop my own teaching style.

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