Mahnaz450

 Today in the garden, we first talked about ancient methods of measurement, such as using paces or shadows. Then, we did a body measurement activity and used it to calculate the dimensions of a bench and the approximate area of the garden. The next activity was measuring angles relative to the horizon using our hands, which was the most interesting part for me. I am thinking about how, in my future classes, I will definitely mention this topic and show my students practically how it is possible to measure angles with a reasonable degree of approximation without having any tools, thereby creating a link between theoretical and practical knowledge.

 Reading Susan’s work on UBC’s learning gardens made me pause at two striking moments:  First, the warning that "where land is viewed as equivalent to money, even the existence of a small garden... may be seen as an obstacle to 'progress' and profit" stopped me in my tracks because it brutally exposes how vulnerable ecological spaces are to real estate development, reminding me that maintaining a school garden is an ideological pushback against purely capitalistic metrics of success.  Second, the idea of acknowledging the garden as a living "co-teacher" made me reflect on how deeply rooted we are in anthropocentric, indoor schooling, challenging me to rethink the traditional classroom hierarchy and embrace a biophilic, empathetic relationship with non-human ecosystems.   In my secondary mathematics teaching, I want to translate these reflections by using the garden as a hands-on, living laboratory where students explore geometry, spatial design, scaling, and...

 During a sit spot activity in the garden, I found a quiet bench hidden among the trees to sit and draw. As I sketched, I noticed how the natural and man-made parts seemed to complete each other. The bench wouldn't look as nice without the trees around it, and that corner of the garden wouldn't feel as comfortable without a place to sit. I also noticed an interesting contrast in shapes: the bench was made of straight lines and sharp 90-degree and 45-degree angles, while the surrounding nature was filled with soft, flowing curves. This experience gave me an inspiring vision for my future math classroom. It reminded me that math isn't just about abstract formulas on a page; it’s a living language written all around us. Moving forward, I want to use outdoor activities like this to help students see math as something they can actually touch and observe—like the contrast between sharp human angles and organic natural curves. By grounding geometry in real-world spaces, I hope to ...

  Even though this article was written decades ago , it speaks profoundly to my experience as a teacher candidate entering the profession now. What touched me the most are the three core attitudes of a reflective teacher, especially open-mindedness . Reflecting on my own school years and those around me, I have known many knowledgeable, well-intentioned teachers whose rigid mindsets made them unwilling to make even minor changes to their teaching methods. When problems arose, they typically blamed the students' lack of attention or flawed policies—which, in my view, prevented students from reaching their true potential. This article also helped me shape my ideas about teacher inquiry and critical thinking, making me realize that being reflective is not just an optional trait, but an absolute necessity for achieving real educational goals. I strongly agree that true inquiry goes beyond quick classroom fixes and requires looking at the "hidden curriculum" and our own biase...

 Today’s discussion and the Frank McCourt video showed me how important it is to be genuine and naturally curious in the classroom. A key takeaway is that good teaching means listening to students—even when they are frustrated or disagree—and turning ordinary classroom moments into chances to learn instead of relying on harsh restrictions. However, this raises important questions about professional boundaries. Being honest and open helps build trust, but teachers must balance this with keeping personal limits. Also, noticing unexamined viewpoints in teaching materials reminds us that educators should always question their own assumptions and broaden their worldviews. Ultimately, these reflections change how we view teaching: instead of just following strict rules, we should focus on student independence, critical thinking, and real connections.

 Hi everyone, Ready to start EDUC450!