TEP Value #4 - Social Justice
I invited an Aboriginal guest, Judy Douglas, to visit our class to share about First Nations culture. I believe that teachers must respect the diversity and differences that exist around them. As a part of our science unit on spring, one of the outcomes was to "describe activities of Aboriginal peoples in BC in each seasonal cycle." I wanted students to receive this information in a way that was accurate and honoring to Aboriginal people, and also in a way that was meaningful and engaging. Inviting Mrs. Douglas into our classroom was a special way for students to receive this information.
Mrs. Douglas shared singing, drumming, and storytelling with the grade one students. The students were very involved as we all learned how to sing the salmon song and heard the story of the salmon. The students also had the opportunity to play the drums which were brought along. Perhaps the most impacting aspect of Mrs. Douglas' visit to our class was that she translated each student's name into Halq'emeylem. While in communication with Mrs. Douglas about her upcoming visit, she asked for the first name of each student and translated it into her language. Each student was told their name in Halq'emeylem, and was shown their name in writing on a piece of paper that they were given with a totem pole to colour.
I believe that by making the lesson personal, students were really affected by the culture and created a respect for it. By sharing this culture with the students, they will become more accepting of other cultures as they learn at a young age. I believe that if students can understand why songs and stories are important to First Nations culture, they will show more respect towards the culture. I want my future students to be open to differences, and by inviting an Aboriginal guest into our classroom I took the PLO one step further by emphasizing the importance of acceptance and diversity.
Mrs. Douglas shared singing, drumming, and storytelling with the grade one students. The students were very involved as we all learned how to sing the salmon song and heard the story of the salmon. The students also had the opportunity to play the drums which were brought along. Perhaps the most impacting aspect of Mrs. Douglas' visit to our class was that she translated each student's name into Halq'emeylem. While in communication with Mrs. Douglas about her upcoming visit, she asked for the first name of each student and translated it into her language. Each student was told their name in Halq'emeylem, and was shown their name in writing on a piece of paper that they were given with a totem pole to colour.
I believe that by making the lesson personal, students were really affected by the culture and created a respect for it. By sharing this culture with the students, they will become more accepting of other cultures as they learn at a young age. I believe that if students can understand why songs and stories are important to First Nations culture, they will show more respect towards the culture. I want my future students to be open to differences, and by inviting an Aboriginal guest into our classroom I took the PLO one step further by emphasizing the importance of acceptance and diversity.
What a great experience for the children and yourself, I will definitely ask her to come to my future classroom.
ReplyDeleteAmy I really admire how you taught science through capitalizing by bringing an educated guest whose background is First Nations, and can really authentically teach the students. I really enjoyed listening to your story about how this presented transcribed all of the student names to Aboriginal names in Halq'emeylem. This was so cool and this really showed that you see community members as partners in a child's education.
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