Miss Shyla

Exploring New Approaches to Math Instruction

Throughout this numeracy course, I was introduced to a wide range of resources, tools, and strategies that challenged how I had previously thought about math instruction. I began to consider how math could be taught in ways that are more interactive and engaging for students of all ages. Thes approaches emphasized the importance of student thinking, visuals, and manipulatives, as a part of everyday math instruction, not just formal lessons.

Montessori Math: Visual and Tactile Thinking

One of the key learning moments for me was exploring Montessori-style math materials with Jody Hoffman, especially the beaded chains and stamp games. These materials give students a concrete, visual way to understand number sequencing, skip counting, and place value. Being able to physically manipulate the beads supports students in developing a deeper number sense, especially in early grades.

It also made me reflect on my own math learning. While I did use manipulatives in the primary years, they were not commonly used as I progressed into the intermediate grades. I now see how beneficial it would have been to continue using tools like these to explore multiplication, division, and fractions more deeply. I also appreciate that materials like the beaded chains are adaptable, not just for primary students, but for older grades as well. They can be used to revisit concepts in ways that support different types of learners.

Beaded Tweets with Noelle Pepin

Noelle Pepin was generous enough to visit our class via zoom and share her project called Beaded Tweets, which was developed as part of her master’s degree. This framework combines coding with beading, using messaging platforms like Twitter as inspiration. Each letter or number is represented by a specific eight-bead pattern, and students select two colours to code their chosen message or phrase.

I really appreciated the way Noelle emphasized the importance of setting intentions before beginning the beading process. The act of beading becomes a mindful and creative practice, where students are engaged both artistically and intellectually. This was such an interesting way to introduce students to coding, especially because it does not rely solely on technology. It gives students an opportunity to explore patterning, coding, and meaning-making using their hands and imagination.

It’s also a great example of interdisciplinary learning as it is connecting math with art, culture, and language. Noelle clearly outlined how Beaded Tweets aligns with the First Peoples Principles of Learning. In particular, she explained how the thread can represent the journey of past, present, and future, which ties directly into Indigenous pedagogy. I could see this being a valuable and meaningful classroom activity, especially as a quiet task for early finishers or as part of a longer inquiry unit.

High Yield Routines and Daily Math Discussions

We also explored several high yield math routines with Jennifer Dionne. These included short, structured activities like Number Talks, Which One Doesn’t Belong, Esti-Mysteries, and Open Questions from Steve Wyborney. These routines are designed to be quick but effective ways to build number sense and reasoning skills without needing a full lesson.

One aspect I found helpful was the focus on creating a low-stakes environment for students to share their thinking. In particular, Number Talks encouraged multiple ways of noticing and problem-solving. A simple question like “How many paper clips do you see?” can lead to a rich discussion about counting strategies, grouping, and estimation. These routines give students space to explore math without the pressure of getting the “right” answer immediately.

Another element I appreciated was the use of sign language cues to support inclusive participation. Students can use gestures like a closed fist to signal they are thinking, one or two fingers to show how many strategies they’ve come up with, and the “me too” wave to indicate agreement. These small, non-verbal strategies help build classroom community and give all learners a voice.

The Purposeful Use of Math Games

Another takeaway from this course was the importance of intentionality when using math games. We learned that games should not just be used for fun, they need to support meaningful learning. That means making sure students have been taught the strategy before the game is introduced and being clear about the learning goals connected to the activity.

When used intentionally, math games can help reinforce fluency, encourage strategic thinking, and provide a collaborative environment for students to learn from one another.

Final Reflection

This course helped me reframe what it means to teach math in for all ages. I now understand the importance of building routines that promote discussion, using manipulatives that support understanding, and making space for creativity and hands-on exploration. The biggest shift for me is recognizing that math instruction can (and should) look different depending on the needs of the learners, and that it does not have to be worksheet-based or fast-paced to be meaningful.

I feel more confident in my ability to facilitate math learning that is intentional, inclusive, and engaging. This course has provided me with a solid foundation of strategies and resources that I will carry with me into my future classroom.

Math activities I facilitated during my practicum in a K/1 FRIMM class!

Designing a Math Game for Numeracy Practice

As part of our Numeracy course, we were given the opportunity to participate in a Math Night at Edgewood Elementary. In preparation for the event, each pair of teacher candidates was assigned a grade level and asked to design a math game suited for that age group. My partner and I created a numeracy-based version of Connect 4. In this version, players flipped over playing cards (with face cards removed) and solved equations (multiplication, addition, subtraction etc.) using either two or four cards, depending on the difficulty level. The first player to solve the problem correctly earned the chance to place a chip on the Connect 4 grid. The aim remained the same: get four chips in a row to win. We kept the game fast-paced and interactive, encouraging both mental math and friendly competition.
We also designed posters to support the visual understanding of the game and made sure to prepare enough materials so that multiple players could join in. Our focus was on making the game approachable and easy to jump into, no matter what math background the student had.

Engaging with Students and Families

During the event, it was exciting to see how many students gravitated toward our station. Some of them returned multiple times throughout the evening and were fully immersed in the game each time. The energy was high, and it was clear that many of the students were motivated by the opportunity to “win,” but more importantly, they were practicing key numeracy skills along the way.
It was equally meaningful to see parents and caregivers participating alongside their children. Many walked around the gym with their children and engaged in the games with genuine interest. It added a collaborative, community-based feel to the night. The presence of families helped make the learning environment even more relaxed and supportive. There was no pressure to get the right answer immediately.

Making Math Feel Low-Stakes and Accessible

One of the most valuable aspects of this experience was realizing how accessible and low-stakes math can feel when it’s framed as a game. A lot of the anxiety that often comes with math in a classroom setting seemed to dissolve in the playful format of the Math Night. Students were still practicing math concepts and building number sense, but they were doing it in a way that felt enjoyable and natural.
For many students (and adults including myself), math can feel intimidating or frustrating, especially when tied to grades or timed assessments. Activities like this show that math doesn’t have to feel that way. Instead of focusing on correctness and speed, students were laughing, talking, and explaining their thinking out loud, all while reinforcing key math concepts.

Extending the Game to My Friday Class

After Math Night, I brought the Connect 4 game to the class I teach on Fridays. I introduced it during our regular math block as a choice activity for students who had finished their assigned work. It was immediately a hit! The students picked it up quickly and were excited to compete with one another using the math skills they had learned. Since then, the game has become a regular part of our math routine, and students often ask to play it as soon as they complete their tasks.
What stood out to me was how naturally the students used math vocabulary while playing. They were explaining their thinking, comparing answers, and correcting each other without any prompting.

Participating in Math Night at Edgewood Elementary gave me a chance to see how math can come alive in informal, community-based settings. It reminded me of the importance of making math fun, accessible, and rooted in real interaction. I look forward to creating more opportunities like this in the future, where students can build their numeracy skills through hands-on play and meaningful connections.

Carole Fullerton’s workshop on Cuisenaire rods introduced a range of ways to use manipulative tools for teaching various mathematical concepts, including counting, patterns, addition, subtraction, multiplication, division, fractions, and even geometry. As someone who did not always use manipulatives, especially as I got into the more intermediate grades, I found this workshop particularly useful.

Reflecting on My Math Experience

When I was younger (primary), manipulatives were a regular part of learning math. However, as I progressed into the intermediate grades, I noticed that math manipulatives like Cuisenaire rods were not used much in the classroom. Most of the math I encountered was abstract, focusing on memorization and formulas. For concepts like multiplication and division, I did not have a hands-on way to visualize or connect the numbers. If I had been introduced to something like Cuisenaire rods during those years, I think it would have made a huge difference in my understanding and confidence with math.

The idea of using the rods to make math more concrete and visible is something I now see as a big benefit. Instead of just memorizing equations, you can physically manipulate the rods to model how numbers work together. Looking back, I realize how this could have made abstract concepts easier to grasp and more engaging, helping me build a stronger foundation in math.

Challenges with Associating Numbers and Colours

During the workshop, one of the challenges I faced was connecting the numbers to their corresponding colours. For example, the number 1 is represented by a white block, while 10 is represented by an orange rod. I have always processed math in a more abstract/formulaic way, so it was a bit difficult for me to immediately link the colours with the numbers. Although it felt uncomfortable at first, I can see how this visual approach can be helpful for students who struggle with abstract reasoning.

While this method challenged the way I normally think about math, I can see its value in helping students understand how numbers relate to one another in a concrete, visual way.

Adaptability of Cuisenaire Rods for Older Grades

One of the key takeaways from the workshop was realizing how adaptable Cuisenaire rods are for all grade levels, not just for younger students. These rods can be used in advanced ways to teach older students, too. For example, they can help with understanding fractions, multiplication, and division in a way that makes abstract concepts more approachable. The rods also provide a concrete way to explore geometric concepts like area and perimeter. The fact that these manipulatives are versatile and can be used throughout different stages of learning means they can continue to support students as they encounter more complex topics in math.

Observing a Cuisinaire Rod Lesson in Action

During my practicum, I was given the opportunity to observe my coaching teacher facilitate a Cuisenaire rod lesson with Kindergarten and Grade 1 students. In less than an hour, the students were able to recall the number and colour of each rod. It was impressive to see how quickly they learned to associate the colours with the numbers. It showed how effective this method can be for helping young students grasp math concepts.

Research supports how visual aids like Cuisenaire rods can help young children understand abstract ideas. These tools engage multiple senses, making it easier for students to remember what they have learned. Watching the students quickly pick up on the lesson was a reminder of how valuable these types of hands-on learning experiences can be.

Carole Fullerton’s workshop gave me a fresh perspective on teaching math. Cuisenaire rods are a great tool for helping students of all ages understand abstract concepts in a more concrete way.

As I reflect on my learning throughout this course, I have realized that my understanding of assessment and motivation has drastically evolved! The course has provided me with valuable insights into the complexities of assessment and motivation and has highlighted the importance of not just evaluating students’ final outcomes but also understanding their learning processes and motivations. Below is a summary of the key concepts that I believe will shape my approach to assessment as I continue my teaching career:

1. Assessment of, for, and as Learning – Lorna Earl
   Lorna Earl’s framework of assessment of, for, and as learning has been instrumental in reshaping my understanding of assessment. Earl emphasizes the need to recognize that assessment serves multiple purposes:

• Assessment of learning is the traditional method, typically summative, in which students’ final performances or achievements are evaluated.
• Assessment for learning focuses on providing formative feedback during the learning process, guiding students to improve and adjust their understanding before the final assessment.
• Assessment as learning involves students reflecting on and evaluating their own learning, giving them agency in the assessment process.

This framework has reminded me that assessment should not be a one-time event at the end of a unit, but a continuous process that supports student growth, encourages reflection, and enhances the learning experience.

2. Formative Assessment vs. Summative Assessment
   A central theme of the course has been the distinction between formative and summative assessments.

Formative assessments are ongoing, informal check-ins that provide valuable data on student progress and understanding. These assessments allow teachers to adjust instruction and offer feedback while learning is still occurring. Formative assessment also allows the opportunity for learning to be ongoing and scaffolded. It allows the opportunity for correction and revision to occur.

Summative assessments, on the other hand, typically occur at the end of a unit or learning cycle and serve to evaluate students’ overall achievement.

This distinction has deepened my understanding of the role assessments play throughout the learning process. I now recognize the importance of formative assessments in fostering student growth, as they allow for timely intervention and support. Summative assessments should serve to summarize the learning that has already occurred rather than be the sole measure of student success.

3. Fixed Mindset vs. Growth Mindset
   The concept of fixed versus growth mindsets had a profound influence on my thinking about assessment and on the language I use in the classroom.

• A fixed mindset assumes that intelligence and abilities are static and cannot be significantly changed.

• A growth mindset articulates that intelligence and abilities can be developed through effort, perseverance, and learning from mistakes.

Understanding the relationship between mindset and assessment is crucial. When students possess a growth mindset, they are more likely to embrace challenges, take risks, and use feedback constructively. As an educator, it is essential to cultivate a classroom environment that promotes growth and sees assessment as an opportunity for development, not just as a judgment of current abilities!

4. Un-colonizing Assessment: Focusing on Formative Assessment

One of the most important realizations from this course is the need to un-colonize assessment practices. Traditional assessment models have often been rooted in standardized, one-size-fits-all approaches that may not take into account the diverse needs of students, particularly those from marginalized backgrounds. By emphasizing formative assessments, we, as educators, can create a more flexible and culturally relevant approach to evaluating student learning. This shift prioritizes understanding the unique learning needs of each student and encourages ongoing dialogue between students and teachers.

An essential part of this process is recognizing the value of Indigenous ways of knowing and the 4 R’s: Respect, Relevance, Reciprocity, and Responsibility. These principles can guide us in designing assessments that are more culturally sensitive and tha that are reflective of students’ lived experiences, and inclusive of diverse perspectives.

5. Standards-Based Grading – Rick Wormeli

Rick Wormeli’s perspective on Standards-Based Grading System has been another notable point in my learning. Wormelli advocates for assessments that focus on proficiency, assessing whether students meet specific learning standards rather than using traditional grading systems. In a standards-based system, the emphasis is placed on mastery of key concepts, and assessments are aligned directly with the learning objectives.

This approach challenges the traditional grading model and encourages teachers to assess students based on demonstrated understanding rather than compliance or completion. It also provides clearer feedback (formative) to students, as they can see exactly where they stand in relation to specific standards. This gives them a more transparent view of their progress.

Empowering Leadership: Final Day at Harwin Elementary

Our final day at Harwin Elementary marked the culmination of a three-linked lesson unit on leadership that my group and I co-created and facilitated. This final lesson shifted the focus from simply understanding leadership qualities to actively practicing them within the school community.

To bring this learning to life, we guided students in creating care bags to donate to the Spirit Den to support peers in need. This hands-on experience emphasized student agency and offered us meaningful insight into both motivation and the role of assessment in the classroom.

Lesson 3: Students as Leaders

In Lesson 1, students explored the characteristics of leadership. In Lesson 2, they reflected on which traits resonated with them personally. By Lesson 3, they embodied those traits in a tangible way. Students decorated care bags and carefully selected items from designated stations to fill them. This real-world application encouraged students to see themselves as leaders.

The Role of Self-Assessment and Reflection

After completing the care bags, we asked students to complete a self-assessment, encouraging them to reflect on:

• What they learned about leadership.
• How they felt participating in the activity.
• How they demonstrated the leadership traits explored in earlier lessons.

This reflection was central to our final assessment. It provided, qualitative insight into each student’s learning journey and helped us evaluate their growth by incorporating self-awareness, responsibility, and personal connection.

Motivation and Its Influence on Assessment

One of the biggest takeaways for my group and I was the inconsistency of student motivation. For instance, a student who had been highly engaged in Lesson 1 showed minimal participation by Lesson 3. Even though we knew this student’s capabilities, the drop in motivation highlighted the complex relationship between emotional well-being and classroom engagement. This reminded us that assessment can’t be separated from context. Students’ lives outside of school deeply affect their ability to participate and perform. It reinforced the need to approach assessment with compassion and flexibility.

Addressing Diverse Needs Through Differentiated Assessment

Throughout the three lessons, differentiation was key. We worked with students who had a wide range of learning needs, including autism, FASD, and other exceptionalities. Once again, collaborative group work was the most effective and inclusive strategy. By working in mixed-ability groups, students were able to contribute in ways that reflected their strengths. We witnessed beautiful moments of peer support, shared leadership, and mutual encouragement.

Lessons Learned and Future Considerations

The care bag project was meaningful and engaging, but it also brought an unexpected realization. Many of the students creating the care bags were themselves in need of the very items they were preparing for others. This realization gave the activity a deeper layer of significance and made me and my peers reflect on how leadership looks different depending on context. Moving forward, my group and I would consider adapting this unit when working in schools where students’ basic needs are more consistently met, to allow for a different kind of reflection around giving, service, and leadership.

Summative Assessment and Final Reporting

It was very challenging to create a summative assessment for this unit based on academic achievement. Instead, our assessment was rooted in the evidence collected (worksheets/activities) from each lesson and the students’ personal growth and reflection across all three lessons.

The final reflection activity served as the main source of summative data for lesson three. In it, students articulated what they had learned about leadership and how they saw themselves practicing those traits. This approach allowed us to assess learning in a holistic and student-centered way, one that aligned with our goals for this unit.

Concluding Thoughts

The experience at Harwin Elementary reminded my group and I that assessment must extend beyond academic checklists. It must consider students’ emotions, contexts, and motivations. When we prioritize relationships and reflection and meet the student where they are at, we create space for students to grow in ways that are authentic and empowering.

Exploring Leadership: My First Day at Harwin Elementary

Walking into my first lesson in a three-part ADST unit on Leadership at Harwin Elementary, I was eager to see how the students would engage with the concept. The goal for the first lesson was to explore leadership qualities through group work, with students collaborating to create cloud maps. What I quickly realized, however, was that understanding how to motivate and assess the students effectively would be just as important as teaching the content.

Learning Through Observation

From the beginning, it was clear to me that in this class, building relationships was key to student motivation. As I observed students working in groups, it became evident that they were more engaged when they felt valued and seen. This reminded me that meaningful learning happens when students feel connected, not just to the material but to the people around them. The first lesson was not just about leadership, it was about getting to know the students and figuring out what sparked their interest.

I and my group realized we needed to pivot and incorporate more activities to deepen our understanding of the students’ backgrounds and build stronger relationships. One activity we incorporated was “Stand Up If…”, which encouraged students to share aspects of their lives in a fun, low-pressure way. This approach not only helped me learn more about who the students were but also fostered a sense of community within the classroom.

Formative and Peer Assessment

One of my biggest takeaways from this lesson was how beneficial formative and peer assessments can be. Instead of focusing on polished final products, I and my peers emphasized collaboration and group reflection. This allowed me to see how students processed information and supported one another. Many students who were hesitant to participate individually felt more comfortable sharing their ideas within a group. This approach created a more inclusive environment where students could take risks and learn without the pressure of a formal grade. During the cloud map activity, my peers and I were also able to incorporate verbal formative feedback in a way that did not specifically target individual students.

Differentiating for Diverse Learners

The class included students with autism, Fetal Alcohol Spectrum Disorder (FASD), and other learning exceptionalities. My group and I quickly realized that a one-size-fits-all approach to assessment would not work. By grouping students, it encouraged peer learning and created opportunities for everyone to contribute based on their strengths. This not only made the assessment process more equitable but also helped boost students’ confidence as they realized they had something valuable to offer.

Reflection and Ongoing Questions

The first day at Harwin Elementary taught me that assessment is about more than just measuring knowledge. A key aspect of assessment is about understanding students and creating an environment where they feel motivated to learn. While formative and peer assessments helped foster collaboration and reduce anxiety, I was left with lingering questions. How can I approach individual summative assessments in a way that doesn’t add to students’ stress? Finding that balance remains a goal as I continue to refine my teaching practices.

Reflecting on this experience, it is clear to me that building relationships, embracing creativity, and adapting assessment strategies are essential to facilitating a positive learning environment.

Place based learning is an educational approach that connects learners to the history, culture, and community of their local environment. It emphasizes the value of understanding the land and the stories it holds. This approach to education deepens students’ connection to their surroundings. Place based learning creates a sense of responsibility and encourages individuals and communities to actively participate in local issues.

During our recent visit to Two Rivers Gallery, I was reminded of the power of place based learning and its role in shaping our understanding of both the past and present. The facilitator of our gallery walk began by sharing a beautiful land acknowledgment, honouring the traditiional territory of the Lheidli T’enneh. The acknowledgment set the tone for the visit, reminding me of the importance of recognizing the Indigenous peoples whose lands we live, work, and play. The gallery’s structure itself was thoughtfully designed to echo the geography of the region. Its layout is a reflection of the landscape, symbolizing the forestry sector that has been integral to the development of Northern British Columbia. The design not only honours the geography of the area but also pays homage to the Lheidli T’enneh’s connection to the land and its cultural history.

The exhibits in the gallery were so powerful in their storytelling. I was particularly struck by the four paintings of the Indigenous figures, painted by Monique Hurteau. The interpretations of the paintings sparked discussions about colonialism and Canada’s history. Some of my classmates saw the separated forms as symbolic representations of the fragmented Canadian flag, and some interpreted the works as stripping away indigenous identity. It was enlightening to hear everyone’s perspectives of the pieces.

One of the most emotional moments for me at the gallery was when we viewed the “A Walk in Sunflowers” exhibit, created by Mykola Zhuravel. The exhibit depicts multiple devastating scenes of destruction and war in Ukraine. Zhuravel’s powerful works of resistance and the defense against Russian aggression connected to our discussions of modern-day colonialism.

Visiting Two Rivers Gallery showcased the significance of place based learning. The gallery not only reflects the history and culture of the region but also provides a space for visitors to engage with the stories of the land, the people, and the ongoing struggles for justice. It was a reminder of how crucial it is to learn about and from the places we live, and how that knowledge can shape our understanding of the world around us.

Even though we covered so much in this course, I have gathered 10 of the main takeaways that I will incorporate into my pedagogy and practice as an educator. These insights have helped shape my understanding of how to create an inclusive and culturally responsive classroom environment. I am excited to apply these principles in my future teaching.

1. The Importance of the First Peoples Principles of Learning (FPPL) in Curriculum and Classroom: I learned how to include these principles in my lesson planning to create a learning environment that honours Indigenous ways of knowing. This approach highlights interconnectedness, reciprocity, and holistic perspectives.
2. Curriculum, Core Competencies, and Lesson Planning: This course emphasized the importance of narrowing the scope of lesson planning. Instead of designing units, we focused on creating specific, achievable lessons with clear learning targets and success criteria based on B.C.’s Curriculum.
3. Connecting Students to Community: Our field trips to the Two Rivers Gallery and the Prince George Public Library gave me valuable insight into how we can connect students with the wider community. By incorporating these types of local resources and experiences, we can help students understand the importance of place based learning and its relevance to their everyday lives.
4. The Professional Standards for B.C. Teachers: This course taught me how to put the Professional Standards for Teaching into practice. We learned not only what these standards are but also how to apply them in real-life teaching scenarios.
5. Universal Design for Learning (UDL): I gained a deeper understanding of how the UDL can make lessons accessible to all students by providing multiple means of engagement and representation. I will use this approach to ensure that every student has the opportunity to succeed.
6. Assessment of Learning: I learned how to integrate both formative and summative assessments into my teaching. By using ongoing assessments to guide instruction and final evaluations to measure student learning, I can better support students in their academic growth.
7. The Power of Land Based Learning: Our field trip to West Lake, where we practiced land acknowledgment and engaged in a walking curriculum activity, taught me the value of connecting students to the land and nature as a way of deepening their learning and fostering respect for the environment.
8. Strength-Based Teaching and Identity: Our lecture on strength-based learning, SOGI (sexual orientation and gender identity), and anti-racism helped me see how important it is to celebrate student identity in the classroom. I feel I am closer to understanding how to create a classroom where students feel seen, valued, and empowered to express themselves. This is essential for creating a supportive and inclusive learning environment.
9. Integrating Arts and Culture: The Two Rivers Gallery visit reminded me of how essential it is to integrate the fine arts into the classroom. Whether through visual arts, music, or drama, I now see how the arts can be powerful tools for connecting students to their culture, community, and learning experiences.
10. Inclusive Teaching Practices: I now better understand the importance of building inclusive classrooms where all students feel valued and heard. I plan to continue learning about how to adapt lessons, to use resources such as ARC-BC and materials to meet the needs of all students, especially those with exceptionalities.

Land based learning is an approach to education that values a deep connection between humans and the natural world. Land based learning is rooted in Indigenous ways of knowing, and emphasizes respect, reciprocity, and a holistic understanding of the environment. Incorporating land based learning into the B.C. curriculum is essential for helping students develop a meaningful relationship with the land while also addressing critical topics like sustainability, mental well-being, and cultural respect.

Our outing to West Lake on a crisp sunny morning was a transformative experience! We began by creating our own land acknowledgements, taking five minutes to find a quiet spot on the land to reflect and share. I found this exercise healing as it gave me a rare moment to hold space for silence and think about my connection to the land. It reinforced the reciprocal relationship between humans and nature, reminding me how integral the land is to my physical and mental well-being.

We also engaged in a Walking Curriculum activity inspired by Dr. Gillian Judson’s work. Initially, I thought the activities seemed geared toward younger learners, but as my group completed them, I was struck by how enriching they were. One activity involved finding shapes in nature, and it was fascinating to see how human-made objects often mirror natural forms. Another activity focused on listening to our surroundings, the rustling leaves, birdsong, and even the buzzing wings of bees. These exercises grounded me and heightened my awareness of the natural world.

Our outing to West Lake really shaped my understanding of why land based learning is so vital for young learners. First, it helps regulate their inner selves and promotes calmness and mental clarity . Second, it builds a relationship between students and the land, instilling respect for nature, a core principle of Indigenous ways of knowing.

In my future classes, I plan to incorporate Dr. Judson’s Walking Curriculum into my classroom, especially during seasonal changes to help students understand the passage of time and their place within it. I also see it as a valuable tool for exploring climate activism, helping students connect environmental issues to their local landscapes. My participation in the UNBC Climate Education in Teacher Education workshops will further enrich my approach, and I am excited to bring this inquiry project into my final practicum.

Land based learning is not just an educational tool, it is a practice that connects students to their environment, their communities, and themselves.

The artifact that holds deep sentimental value for me and symbolizes my passion for teaching is a bookmark given to me by my Korean language professor during the final week of my exchange program at Yonsei University in Seoul, South Korea. My professor gave it to me, not only as a souvenir but as a reminder of my perseverance in the program and my continued motivation to learn the language even after returning to Canada. This bookmark is more than just an object; it represents the pauses, patience, and reflection required in both teaching and learning.

Before my exchange, I had been working with three children from South Korea, helping them with English reading, speaking, and comprehension. During our sessions, they taught me the Korean character system and basic vocabulary. Like placing a bookmark between pages, these moments with my students encouraged me to pause, reflect, and appreciate the reciprocal nature of teaching. They inspired me to approach learning as a shared journey, one where both teacher and student leave their mark on each other’s growth. This reciprocal exchange deepened my interest in both language learning and teaching and became a key factor in my decision to apply for the exchange program. It was as though each session with them added a new chapter to my understanding of ELL education and language structures.

Drawing inspiration from this experience and Parker Palmer’s chapter The Heart of a Teacher, I have come to see teaching as a metaphorical bookmark. It requires patience, pauses, and trust in the process. Just as a bookmark holds your place in a story and allows you to return with fresh eyes, teaching requires us to pause with our students, guide them through challenges, and celebrate the growth they achieve over time. Parker Palmer writes, “As I teach, I project the condition of my soul onto my students, my subject, and our way of being together” (Palmer, 1). In this way, the bookmark reminds me that teaching is not just about moving forward—it is about being present, pausing when necessary, and trusting that the story will unfold in its own time.

Had I not been collaborative and open about my interest in learning Korean with my students, and had they not been willing to teach me in return, I might never have considered moving to South Korea. This bookmark continues to serve as a reminder of the pauses and connections that make teaching so powerful. It highlights the importance of patience and reflection in both teaching and learning, showing that progress often comes in small, meaningful moments. Like using a bookmark in a book, teaching invites us to pause, trust the process, and eventually witness the story of growth that unfolds in our students’ lives.