Teachers, Knowledge, Building Relationships: Invitation and Hospitality

            In my educational experience, teachers did want to accommodate students who struggled with writing assignments and exams. Some teachers would allow students to use different techniques in approaching assignments, though most of our work did have to be written. If it was a larger project, however, teachers might allow students to make a song or physical art piece if that was how they explained their thinking better. If a student struggled with bad handwriting, they would be allowed to type out the assignment or say their answers orally to another teacher who would act as a scribe. During tests, some teachers would bring a group of students to a table if they showed a struggle in understanding the material prior to the test. The teacher would then walk the students through the questions, and they would work out a solution as a group. Accommodation of students of different races or cultures wasn’t that prevalent at my school, which had a primarily white population. 

            To build a sense of community in the classroom, some teachers would put up decorations to make the place seem welcoming. A great example of this at my school was Mrs. Garnier, as when she first moved up to teach in the high school, she received a classroom with no windows. She decorated her classroom with lights, pictures, and figurines; all to make sure her students had a positive work environment. Many teachers would hang up students’ work to add colour to the space. Another way teachers created a sense of community in the classroom was by showing interest in our home life; beginning the class by asking about fun things we were doing outside of school. Teachers would encourage us to contribute to class discussions so we could share our viewpoint on certain subjects. This often led our conversation away from the lesson but as long as we were engaged the teacher didn’t mind much; we were enjoying the learning process. 

Students & Learning Environment: Focus on Places, Spaces, and Boundaries

            Most of my classrooms in school had the factory set up; the teacher’s desk at the front or back of the room, while the students sat at desks in rows. In early elementary school, we sat at tables, which encouraged creating relationships with our classmates. My class was on the larger end for my school, so some teachers had to use tables as we got older because there weren’t enough desks to go around. In other classrooms, teachers would pair desks up to save room. 

Until high school, teachers would use a seating plan to arrange the students, and occasionally they would change it up, so I was able to interact with different students in my class that I wouldn’t have otherwise. It was nice getting to know the other students outside my friend group. We also did many group projects in school, which allowed us to engage with other kids in our class. We got to collaborate and share our thinking, while expanding our worldview using the ideas of others. Another way teachers can establish teacher-student and student-student relationships are through “kitchen table” discussions and class playlists, which we discussed in our breakout groups during the seminar. I think these are great ways to establish connections and are things I wish to implement in my approach to teaching. 

Indigenization: Truth and Reconciliation

            In my Kindergarten to Grade 12 education, we learned the required residential school material as written in the curriculum. On Orange Shirt Day we may have spent an extra class or two listening and learning about their experiences at these schools, but no more than the minimum teachings were given. However, in fourth grade I had a Metis teacher, so we did learn about some of their culture and children’s stories, like Nanabush.  In Home Economics, we made bannock once a year or two, but we never learned about traditional ways of making it or the significance of it to the Metis culture. 

            Through the media, Indigenous peoples are viewed in a negative light. I would always hear of First Nations criminals, rallies they were having, and the terrible living conditions they endure, which were somehow their fault. Through this course and my Indigenous Studies class, I have learned a lot more about the oppression and restriction the Indigenous people face, even today. Learning about intergenerational trauma and the struggle to break out of this cycle in Indigenous communities has been eye-opening. 

As I continue my education journey, as both a student and future teacher, I would like to see a more well-rounded approach to our education on Indigenous people. One way I can help towards reconciliation is by developing a better approach to teaching about Indigenous history. Teachers should use hands on learning to get students to interact with the Indigenous cultures; like attending the Treaty 4 Gathering, make and learn about bannock, and teaching about tipis and the significance they have. Schools can help with reconciliation by acknowledging the treaty land we live on and displaying both the treaty flag and public apology. As teachers, we get to educate the younger generation in hopes we can improve the minds of students. Becoming a teacher is my next step towards making a change and reconciling with Indigenous people.