Educators respect and value the history of First Nations, Inuit and Metis in Canada and the impact of the past on the present and the future. Educator contribute towards truth and reconciliation and healing. Educators foster deeper understanding of ways of knowing and being, histories, and culture of First Nations Inuit and Metis.
In my final practicum, every lesson prepared was centered around standard 9. The Core-competency theme for each month was cross-curricula to every lesson I taught the students in Kindergarten and grade 1. In February the core-competency was learning about Bear. Bear is one of the spiritual animal of the First Nation people. And it plays a significant role in showing respect to self and others. Also, Bear is known to take care of its environment and nurture its cubs and everything around it. The students also learn that the bear symbol represent strength, family, vitality courage and health. A bear is of great support and comfort to those who crave human company simply for personal reassurance rather than a simple pleasure of being with friends. Bears are self –contained and strong-willed in nature. They make only periods of life easier. My students learn the qualities of the bear in virtually all the lesson I taught them. As I lay emphasis on showing respect to self and others.
Secondly, every Monday, the Kindergarten class and grade 1 meet at my class to watch the Raven Tales episodes. The episode themselves depicts stories of various First Nation cultures across the North. Rave who is seen as a mischievous trouble-maker in the First nation folklore. This series of episodes depicts moral lesson of courage, trust, forgiveness, obedience, and many other lessons. Students reflect on the story and come up with moral they learn from the story. Again this is another that the First People principle of learning is demonstrated.
Talking circle was another excellent tool used in my classroom during my last practicum. Talking circles are indigenous tradition used to facilitate important discussions. The circle represents how every participant is connected, equal, and includes. Talking Circles are one example of a traditional aboriginal strategy that can be implicated in the classroom in order to further engage indigenous students. The demography of my classroom has a fair number of Aboriginal students and every week an Aboriginal Worker (Mr. Huzar) comes to class every week to do talking circle with my students. It is important that the teacher also be a part of the talking circle and be sitting on the same level with the students. This removes any sense of hierarchy and make it clear to students that the teacher is just another member of the learning community. Everyone becomes equal and is seen as having equally valuable contribution. I also get to participate anytime the Aboriginal work comes to class.
The essential piece of talking circle is having some sort of object which regulate who is talking. The ABED worker pass the talking stick and the student holding the stick is the one who is sharing. All the other students listen by showing respect to the speaker, and wait their turn to share. Students share their feelings, what they are working on achieving, talk about what is special about their peers, and different other topics facilitated by the ABED worker. Also, students get to have the opportunity on being in the “Hot Seat”. The “Hot Seat” is when students in the circle get to ask any question to the person chosen for the “Hot Seat”. The last week of practicum. Mr. Huzar made me the “Hot Seat” speaker that week. My students ask different questions about my background, likes, dislikes, culture, and what they love about me. It was a teaching moment to get to know me better and I showed them Africa on the Map and Nigeria my country origin. It was interesting to share my culture with them and they even taught them a simple song. That week was the highlight of my practicum. It was so rewarding to hear what my students talk about me.
