Sep. 28 Exit Slip ( Foramtting power)

I think the biggest thing we can do as teachers to help them is to model them. Then it's being patient and listening and answering any questions that students come to you with. Another way to help them to be good I think could also be to help them to know themselves, i.e. to analyze with them what they feel confused about and to recognize their own problems.

In the face of the anxiety of the times, I think the best way is to teach students how to relax their moods, because I am a person who is more easily affected by negative news in terms of mood, I think what I can do is to look at the problem objectively and calmly as well as to find a way to adjust my mood.

Maths as a subject has a 'formatting power' in that students often think that it needs to be tested, and despite the introduction of fun phenomena, students subconsciously think that the knowledge embedded in it might be test-worthy. Another obvious example is the assumption that there must be a solution to the problem. No matter what kind of question there must be an answer that boils down to something. But in fact, many problems have no solution. I think this assumption affects students' ability to think dialectically. Dialectical thinking emphasizes multi-angle analysis and thinking, which helps to find a more comprehensive solution. However this way of thinking can lead students to assume that there are solutions and fail to consider thoughts and solutions that cannot be solved. Easier to choose the "easy way out".

Sep. 28 Entrance Slip

1)

By reading the first section of the article about the effects of the current world climate, there were some facts that I didn't even know or understand in detail. By reflecting on myself, I believe that it is our responsibility to keep learning and enriching our knowledge and then share the facts we know with our students without any bias. It is our responsibility to let our students know and understand what is happening in the world at large, but we need to be careful not to portray negativity to our students in the process.

2) 

I think we have the ability to change the way our subjects are "traditionally" taught. In the past, teaching may have just been about telling students what knowledge is, how to solve problems, etc. In the "traditional" way of teaching maths, students were more on the receiving end of knowledge. I agree with the paragraph "form of participation" in the article. I think that students should be encouraged to actively participate in maths and to think actively about all mathematical problems. They should also be encouraged to participate in school and community activities. There are issues about the environment and society that they need to experience and think about outside of the classroom. So we teachers can consciously influence and encourage them instead of exporting knowledge all the time.

3) 

My most visceral feeling is that there is currently too much extreme weather and the summers are getting unbearably hot. The winters are getting colder and colder. And this is also manifesting itself in countries and cities with temperate oceanic climates, making the environment suitable for survival less and less.

Sep.21 Exit Slip

 Through today's discussion in class, I think there must be some significance to the perpetuation of traditional crafts and skills. As Susan said when she showed us today, once we learned how to wind, our fingers just naturally and comfortably want to do it as if it were a natural habit. I wonder if this movement is also in line with our human functioning. These are the gifts of nature, the fruits of crops can bring us food, the roots and stems of crops can be turned into strong ropes after a certain movement, and there are also patterns and angles in the woven ropes, which make us discover the "beauty of maths". 

In the classroom, we also discussed the fact that having secondary school students do these activities also builds their patience and concentration, especially in an outdoor environment. Listening to the birds, smelling the flowers, and enjoying the breeze seemed to be the best way to focus. Students who can't sit still in a classroom are likely to accept their "can't sit still" conditioning, but getting them to focus in the outdoors is likely to have a different effect. When they realize that they can focus, they will have more confidence to do things that seem to take a lot of patience and concentration. At the same time, these crafts will be able to give them a more diverse appreciation for different kinds of beauty, as well as a greater reverence for nature.

Sep.21 Entrancee Slip

 It's interesting to note that my first "stop" came from the author telling us to "stop" here. I really like the author's line "So let's stop and take a few steps backward in order to go forward." This kind of logic of thinking is one that I really like and agree with. When we want to go forward or get stuck in a certain situation, the best way is to think backward and take a few steps backward in order to go forward. This kind of careful reflection can often help us to gain something valuable so that we can move forward in our growth. At the same time, when I read this sentence I really stopped with the author and wanted to follow the author's analysis, I think in my future classroom I can also say "Let's pause" before I want to analyze something or prevent students from getting more confused.

The next thing that struck me was the last sentence, when people get used to a certain way of thinking it is hard to open up and accept new ones. But creation can. Despite the global problems of resource scarcity and imbalanced consumption, we need to think of new and innovative ways (starting with small community gardens, for example) to solve our woes, rather than getting caught up in the sadness of the situation.

I tried to make the 7-Strand Double Braid with the thread I had at home but failed :(, because the video didn't show how they wound it around a stick (trying to see to understand it didn't make sense hahaha) but I mimicked winding the 7 strands in the same way as the video instruction and found that it's actually quite regular! But it's a bit of an eye-opener in doing it it's easy to wind it wrong.

Thinking about learning garden

 The first point that made me stop and think was the last goal in the first paragraph of the article, "a deeper relationship with the more-than-human world." This point was the least likely of all the goals to occur to me. But as I thought about it through my class time in the garden, I could not agree more and appreciate this goal. After getting used to relationships and connections with society and people, it can be difficult to think about the deeper relationship between people and the land, and people and nature. Through learning in the garden, the students can let themselves in a "more-than-human" world and have a deeper relationship with nature.  I believe this will not only prompt them to think about the deeper relationship between humans and nature but also to be influenced to think about the relationship between humans and people and society in nature. As well, I agree with the article "The Importance of multi-level collaboration and integration". Learning a single subject can be boring, but integrating knowledge and culture from different subjects in the garden can be very helpful. Appreciating the beauty and introducing knowledge at the same time, this will greatly increase the students' interest in learning and deepen their memory of all the integrated knowledge.

In Maths, in the garden I could teach students to measure the angle of their arm through a 90-degree angle and then the angle of the sun's ray as we learned in class. I feel that this greatly enhances the students' interest in learning allowing them to have fun learning in a new environment. The difficulty is that it's hard for students to pay attention (Maybe get caught up in the garden) and the way I can think of to overcome this is to use music to draw them back into the classroom, as Susan has done:)

Sep 14 entrance slip

Although this article is relatively old, it touches me because it is fundamentally about "what it means to be a teacher," which for me as a teacher-training student is something I will have to think about and adjust to throughout my career as a teacher. How to become a reflective teacher is what this article has been talking about, and what touched me the most was the author's citation of Dewey to illustrate the first of the prerequisites for reflective action: open-mindedness. One of the points that gave me a lot of food for thought and prompted me to think about it is that I originally thought of open-mindedness as listening to and accepting multiple opinions, but this article adds that open-mindedness also involves continually examining the rationale behind what is considered to be naturally occurring and so-called "right" and looking for confliction in issues of educational practice. 

For us prospective teachers, it is easy to be told what is right by many experienced teachers in the process of learning and growing, but in my personal experience, I rarely go deeper to study and think about the reasons behind these right things and whether these right things are really suitable for me, and thus I lose the process of searching for contradictions in practice, and may even feel puzzled when contradictions and problems really happen. problems may still be puzzled, and by then a lot of time has been wasted in reviewing the reasons of the problems.

Sep 7 First Class: Exit slip

 The main inspiration I got from Frank McCourt in the video was how to appropriately deal with adolescent students when dealing with their rebelliousness to bring into their studies. Because I am going to face secondary students who are likely to face the problem of adolescence, what I learnt from Frank McCourt 's personal experience is that when they are rebellious to what the teacher teaches them, don't just confront them, but listen to their rebelliousness, and appropriately "identify" with them. The right amount of "recognition" is likely to diminish the intensity of their emotions. I also have some remaining questions: Frank McCourt has learnt to use his qualities to get on well with his students, but for us new teachers, how to get along with the students appropriately, and make them feel friendly and dare to ask you questions while maintaining their authority.

Hello world!

 Hello everyone, here is my first blog.

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