Since I first heard of having school gardens, I have always loved the idea, but have had a difficult idea visualizing how I would implement it as a teacher. The things that come to mind are simply learning about the carbon cycle and the growth of plants. This paper by Amy Cutter-Mackenzie was very inspiring and informative.
I had never considered that different cultures would have different relationships with gardens. Food is such a central part of our lives, no matter who we are or where we come from. There is not only great variety in what we eat and how we cook it, but also the social customs around food and eating. A garden is a great way to open a conversation around those different customs, and that conversation can then be expanded to include other cultural differences. It's an opportunity for everyone to increase their understanding; this includes the students, but also the teacher.
I loved the idea of turning a garden into an intergenerational educational experience - giving students the opportunity to help their families and other community members learn and practice English. This would help them (the families) feel part of a larger community, when language may have been isolating them. Even if they don't speak much English, gardens are very physical places and language learning would be done in context at whatever pace is comfortable for them. It reminds me of the preschools I have seen in care homes. Everyone benefits!
The use of students as reporters was inspiring as well. There is no reason the students can't do the work to design and evaluate a garden that is meant for them! I was glad to see the degree to which the students seemed to appreciate the garden. They may not have learned much about the plants themselves to begin with, but I can see how just small changes could help the students focus on what they are growing and eating. They clearly have benefited from the garden even without knowing what they grew.
I had never considered that different cultures would have different relationships with gardens. Food is such a central part of our lives, no matter who we are or where we come from. There is not only great variety in what we eat and how we cook it, but also the social customs around food and eating. A garden is a great way to open a conversation around those different customs, and that conversation can then be expanded to include other cultural differences. It's an opportunity for everyone to increase their understanding; this includes the students, but also the teacher.
I loved the idea of turning a garden into an intergenerational educational experience - giving students the opportunity to help their families and other community members learn and practice English. This would help them (the families) feel part of a larger community, when language may have been isolating them. Even if they don't speak much English, gardens are very physical places and language learning would be done in context at whatever pace is comfortable for them. It reminds me of the preschools I have seen in care homes. Everyone benefits!
The use of students as reporters was inspiring as well. There is no reason the students can't do the work to design and evaluate a garden that is meant for them! I was glad to see the degree to which the students seemed to appreciate the garden. They may not have learned much about the plants themselves to begin with, but I can see how just small changes could help the students focus on what they are growing and eating. They clearly have benefited from the garden even without knowing what they grew.
I really enjoyed reading your thoughtful and interesting comments, Sonya! The intergenerational aspects of a school garden are really transformative I think.
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