Category: General

Once students start building self-awareness through self-assessment, another helpful tool is using visuals to support self-regulation. Visual reminders can help students quickly recognize when they need to regulate. Visuals are especially useful for younger students or those who struggle with verbal communication.

Visuals give students something concrete to refer to, helping them quickly understand and act on their feelings without always needing to put them into words. They can be used to remind students of calming strategies, set expectations, or guide decision-making throughout the day. Some ideas I enjoy using in my classroom to promote students to independently manage their learning include creating and using emotion charts, calming posters and visual schedules. 

An emotion chart is a visual which uses different faces that represent various emotions. Students point to how they feel. This helps them identify their emotions and opens the door for self-regulation. It also creates an opportunity for the educator to ask questions and provide support where needed. 

Calming strategy posters are a great tool in the classroom. You can create posters with visuals that show different calming techniques, like deep breathing, counting to ten, or listening to music. To make them even more meaningful, I co-create these posters with my students. It’s a fun way to personalize them and make everyone feel involved in the process. 

I’ve found that creating a visual schedule really helps students stay on track throughout the day. It can be just pictures—or, a simple daily schedule with checkboxes beside each task works just as well. Students can mark off completed tasks, giving them a sense of accomplishment and control. I also like to include breaks or fun activities to naturally incorporate self-regulation into their routine. While I originally used visual schedules for students who needed extra support, I’ve realized this visual work wonders for all students in the classroom. It’s a simple way to give everyone a little more structure and independence in their day.

In order to use visuals effectively, make them visible and accessible. Place visuals where students can easily see them and refer to them as needed. For example, you may want to use a clipboard with velcroed pictures, or hang them in a nearby calming corner. 

Take the time to teach students how to use the visuals—it’s so important! Trust me, I know it can feel like just one more thing on your never-ending to-do list, but walking them through each tool and practicing together will make a huge difference. When students know exactly what to do when they’re feeling overwhelmed or unsure, it’s a total game-changer. It might take a bit of extra effort at first, but I promise, it’s worth it in the long run!

Finally, be consistent with visuals—they work best when they are a regular part of your classroom routine. Keep referring to them and gently reminding students to use them when needed. Check in to see how they are working for each student, and don’t be afraid to model how to use a specific visual yourself. Making them a natural, everyday tool helps students see their value and use them proudly!

In my teaching journey, visuals have helped me in so many ways in the classroom. I’ll never forget one time when two students was really upset while I was handling another issue. Instead of needing to intervene right away, I simply pointed them to the tool they needed (e.g., calming strategy poster to use noise cancelling headphones, and deep breaths), and they were able to calm themselves down. Visuals make self-regulation so much more accessible for all students, offering an easy, non-verbal way to pause, check in, and refocus energy. There is something so rewarding about seeing a student use a tool to self-regulate independently—it’s a powerful reminder of just how impactful our work really is. 

 

For additional reading on self-regulation check out:

Self-Regulation Part 1: Daily Affirmations

 

Fostering Self-Regulation Through Self-Assessment: Strategies for the Classroom Part 2

In December of 1989 I was in the 2nd year of my undergraduate degree. In those days I had no television and the Internet was not available. Even so, on December 6th, 1989, I learned of the horrific murders that happened in Montreal at L’École Polytechnique. Fourteen women studying engineering were shot and killed and thirteen other students were injured. The gunman took his own life.

To say I was shocked was an understatement. The Montreal Massacre shifted my reality. I had previously felt safe as a woman in my university classes but that level of safety disappeared. I grieved the loss of these brilliant young women who were centred out and killed because of their gender.

Violence against women continues to be a major concern in Canadian society and educators are making a difference by taking action.

On average, a woman is killed every 48 hours in Canada as a result of intimate partner violence. Other acts of violence against women are reported at alarming rates. As women who teach we may experience violence against ourselves, our students, or members of our staff or community.

How do we respond to gender-based violence?

Gender-based violence (GBV) is violence committed against someone based on their gender, gender expression, gender identity, or perceived gender. GBV can take many forms, including physical, sexual, societal, psychological, emotional, economic and technology-facilitated violence. (Government of Canada)

Children who witness gender-based violence (GBV) may experience a range of physical, emotional, psychological, and social effects that impact their overall well-being and capacity to learn. Members can make a difference in the lives of these children by providing support and advocating for learning communities that are free from violence. (ETFO)

In our classrooms we can be vigilant about reporting violence. This is an important step toward having supports in place.

If you are experiencing or at risk of violence or harassment at work:

• Tell your administrator.
• Report all incidents (including attempts and threats).
• Call your ETFO local if you need support.
• Remember your right to refuse unsafe work.
• Find out more: https://etfohealthandsafety.ca/site/workplace-violence/ (ETFO Voice; Summer 2022.)

ETFO continues to recognize the issue of gender- based violence and you can find more information through your local. In my area there have been vigils, fundraisers for local women’s shelters, awards to promote women, and conferences where we learn, share and lift up women.

Written in memory of the women killed in Montreal on December 6, 1989.

Geneviève Bergeron; Hélène Colgan; Nathalie Croteau; Barbara Daigneault; Anne-Marie Edward; Maud Haviernick; Barbara Klucznik-Widajewicz; Maryse Laganière; Maryse Leclair; Anne-Marie Lemay; Sonia Pelletier; Michèle Richard; Annie St-Arneault ; Annie Turcotte

I can’t teach what I don’t know. This statement may seem redundant, but I think it’s worth reiterating. From experience I’ve learned that I need to feel confident in my knowledge and understanding of curriculum and instruction to support student learning and teacher professional development. When the Ministry of Education released the revised Grades 1 – 8 Language curriculum (2023) that changed the way we teach students to read, one of my initial questions was: What was wrong with the way that I and other elementary teachers had taught students to read? I had some insight from my own educational experiences learning to read and from my experience in the role of special education support teacher working with students in junior/intermediate grades who had yet to consolidate their foundational reading skills. However, I read the full report seeking to gain a more informed understanding to support my work with students and teachers.

The inquiry found that thee cueing instructional approach included in the 2006 version of the Grades 1 – 8 Language curriculum to be an ineffective method for teaching students to read words accurately and efficiently. The three cueing system taught students to use strategies to predict words based on context clues from pictures, text meaning, sentences, and letters in addition to a belief that simply immersing students in spoken and written language was enough to build their foundational reading skills. The way teachers often assessed students reading skills was through running records and miscue analysis.

The inquiry also shared that researchers in reading development have studied how children learn to read for decades. From their collective body of research, they have found that due to our innate human capacity for oral communication, the best way for children to develop their word reading skills (decoding) is by making explicit connections between oral and written language. This looks like first explicitly teaching children phonemic awareness. The sounds of the language. Alphabetics, the symbols of the language. Phonics, the ability to connect the sounds of the language to the symbols of the language. Fluency, the ability to decode words accurately, automatically, and with prosody. Vocabulary, the meanings of words and phrases. They also shared that reading comprehension, the goal of reading, is an outcome of these combined skills and knowledge in addition to an understanding of the parts of speech, sentence structures, sentence types, capitalization, punctuation, and background knowledge.

The findings from the inquiry provided the insight I needed to reconsider the instructional approaches I use, and advocate teachers use to support students reading development. The information also convinced me that shifting my instructional approaches while also encouraging teachers to shift theirs, could lead to more students developing the knowledge, skills, and strategies needed to be proficient readers.

Yet I like other teachers know that our work with students is complex, meaning there is no single approach that will work for every student. We as teachers know that that assessment data and students’ learning needs must always inform the instructional approaches we use to support student learning. Our professional judgement rooted in our knowledge of curriculum, pedagogy, students, interpretations and insights to assessment data, and our understanding of which instructional approach to utilize to best support student learning at any given time should consistently inform our practice. The more experienced we become by reflecting on our practice then revising it as needed, learning what we don’t know, and monitoring our instructional impact on student learning, the more proficient we become at knowing which instructional approach we need to utilize to support student learning at any given time. Of course, remaining aware that this is a continuous and ongoing process.

Knowing and understanding terminology is essential for me to feel competent and confident in my work. I know that I need a clear conceptual understanding of terms to ensure I use them accurately and appropriately in my work with students and teachers. In the Right to Read Inquiry it states, “This report uses terms like the “science of reading,” “reading science,” “research-based,” “evidence-based” and “science-based” to refer to the vast body of scientific research that has studied how reading skills develop and how to ensure the highest degree of success in teaching all students to read”. This led me to believe that the terms were analogous. Yet in the curriculum context section of the revised Grades 1 – 8 Language curriculum (2023) there are numerous specific references to evidence-based instruction. This then led me to question the differences between the terms and why the revised curriculum seems to exclusively focus on evidence-based instruction. In chapter 17 titled, Evidence-Based Practices in Education, in the APA Educational Psychology Handbook: Vol.1 Theories, Constructs, and Critical Issues, researchers Bryan Cook, Garnett Smith, and Melody Tankersley provide some clarity,

“As far as we are aware, there is no commonly acceptable definition for any of these terms, and they have been used for different purposes by different authors. Nonetheless, in this chapter we consider best practices to mean instructional approaches recommended by experts or others that may or may not be evidence-based or effective […] We use research-based as a broad term referring to educational approaches that are supported by research findings of some sort […] The term evidence-based practices represents a systematic approach to determining which research-based practices are supported by a sufficient number of research studies that (a) are of high methodological quality, (b) use appropriate research designs that allow for assessment of effectiveness, and (c) demonstrate meaningful effect size [positive impact on student learning] that merit educators’ trust that the practice works”.

From the Cook, Smith, and Tankersley chapter, I gained the insight I needed to understand why the curriculum focuses on evidence-based instructions. I now know that what the Ministry, through the curriculum, requires that we ensure the instructional approaches and practices that we use, are those that have shown to have a proven positive impact on students’ language and literacy development.

Yet, as educational researcher Steven Graham explains in his lecture on Research-Based Writing Interventions, the purpose of evidence-based practices is to share with educators’ things that have worked with other teachers and students, and for educators to use their professional judgement when applying them. The sharing of these practices is not meant to degrade or deny the knowledge, skills, or experience that teachers have developed from their practices.

I use and advocate for the use of evidence-based practices. For me, in my daily work these include practices that I know support the growth and development of early readers. I encourage all educators to consider doing the same.

As I think more about assessment in conversations and observations, I recognize that I need to cultivate more intentional time and space for conversation together. Decentering myself as the teacher and allowing students to share their ideas and thoughts with one another may be as important for myself as it is for them.

Using photos and illustrations is a great tool to supplement classroom discussions, to use as assessment, or to layer learning experiences. There’s a variety of pictures available online to evoke conversation, such as ones published in the news or art. For example, if you are looking for ways to support and engage students in thinking about global citizenship and sustainability in the science curriculum, you may choose to use advertisements or piece of artwork that provoke thought about climate justice. You might choose to share an illustration with the class at the beginning of your unit to open conversations or you might use it as a tool to introduce vocabulary and ideas that they might need for the unit. The health curriculum has many expectations in different grades and strands that open conversations about identity, mental health, bullying, etc. Choosing to analyse an artist’s work depicting mental health struggles would be a great conversation starter if you are teaching about mental health and wellness in health classes.

Promoting discussions between students and facilitating a safe space for sharing in the classroom is a must. In these sessions, students are to do the majority of the talking and the educator guides with questions and in conversation. Starting with deciding on norms or shared agreements is necessary when engaging in courageous conversations. When you are unpacking these ideas with the students, ensure to offer space to gather student input. It takes time! So be aware that forefronting the time to set these in place together with some practice and preparation for difficult conversations will give you a better opportunity to continue the conversations even when topics are challenging. As educators, we are listening to students’ thoughts and ideas gathering assessment and meeting students where they are at in their understanding. What I love most about facilitating conversation is that students can all enter the space of discussions to learn with and from one another, focussing on their brilliance instead of waiting for me to give them the ‘right’ answer.

These are just a few reflections that I have been exploring conversations in the classroom. As a strategy to help build my understanding and to provide space for student voice, I find conversation to be a vital part of my teaching practice and for developing my own critical thinking skills. Give it a try and see how it goes! It might surprise you to hear the brilliant voices of your students!

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”. Albert Einstein

When my energy for teaching is getting low and I need a boost, a pick-me-up, a reason to get myself going, I think back to my years as an elementary school student and recall my teachers. Specifically, how did those teachers impact my life?

Whenever I run through these memories I am so thankful for the gifts that different teachers gave me. They shared their talents and time with me, encouraged me and introduced me to new ideas and ways of thinking. They were patient and kind. They inspired me.

My JK teacher, Miss M., was especially patient when helping me use scissors for the very first time. I remember being anxious and flustered but she stayed calm, wiped my tears away, and gave me the confidence to keep trying until I got it.

In grade 1, we had our first recess in the big schoolyard and Mrs. O. held my hand. She had such a kind and gentle voice, reassuring me that I could walk with her until I was ready to go play. It took weeks or maybe months before I left her side.

My grade 4 teacher, Mrs. P. nominated me to participate in a school public speaking event. I wrote about why I loved Canada. My mother had just become a citizen after living here for 25 years and I had written from my heart about wheat fields I had never seen, figure skating I had never tried, and the wilderness of the far north. It was no masterpiece but Mrs. P. recognized the innocent pride I had in my mother and my country.

It’s not that these teachers went out of their way to have perfect bulletin boards or highly engaging lessons every day. They accepted me and helped me. Thinking of my past teachers keeps me grounded in what is most important, a safe and caring learning environment. Students’ brains will be much more ready to learn if those conditions are met.

Asking students to perform an exercise of reflection can be a wonderful community building activity that can be used during a sharing circle. Ask students to think of someone who has helped them or encouraged them. Then ask for volunteers who are willing to share some details. Alternatively, this could be a journal writing activity. Thank you cards or letters could be created for students to share with their special person.

I moved a few times in my childhood so I haven’t had the opportunity to thank my teachers properly. If I could, I would want them to know that their resolve to be kind and fair awakened in me a joy of learning that I hadn’t known was there.

I hope you have had positive people and experiences in your life that you can use to help you through the long days, the difficult moments, and the frustrating situations that can leave you feeling drained. Remember those who would say, “You can do it, I believe in you”.

-Brenda

Self-regulation is a skill that looks different for everyone and takes time, patience, and consistent practice. Even as adults, we are constantly refining how we self-regulate, learning how to manage our emotions, thoughts, and actions in various situations.

For students, mastering self-regulation can feel like an uphill climb. But when paired with self-assessment, it becomes a reflective and empowering journey. Self-assessment encourages students to pause, evaluate, and adjust their behaviors, helping them build lifelong habits of awareness and control.

Here are four strategies I’ve found particularly effective in supporting students on this path.

1. The Regulation Rating Scale

Self-awareness is the foundation of self-regulation. A “Regulation Rating Scale” helps students gauge their emotional and academic readiness throughout the day.

How it works:

Create a simple scale from 1 to 5, with 1 meaning “I feel overwhelmed” and 5 meaning “I feel focused and ready.”

Use visuals, such as emojis or colors, to make it accessible for all learners.

At specific times—like the start of a lesson or after a transition—ask students to rate themselves and share why they chose that number.

This process teaches students to identify their feelings and take ownership of their state of mind. Over time, they can recognize patterns and develop strategies to move from a 2 to a 4, or from “stressed” to “focused.”

2. Self-Regulation Journals

Daily or weekly journaling can help students connect emotions, actions, and outcomes, fostering reflection and goal-setting.

How it works:

Provide prompts like:

-“What strategies helped me stay focused today?”

-“How did I handle frustration during a challenging task?”

-“What will I try next time to improve?”

-Allow students to rate their day or a specific activity on a scale, followed by a brief reflection.

Journals provide a private space for students to process their experiences and track their growth. They also help build metacognition, as students learn to analyze what works for them and why.

3. Emotions and Learning Chart

Helping students understand the link between their emotions and learning can be a powerful tool for self-regulation.

How it works:

Create a chart with emotions on one axis (e.g., calm, frustrated, excited) and outcomes on the other (e.g., highly productive, somewhat productive, unproductive).

After a task, ask students to plot where they were emotionally and how it impacted their performance.

Use the chart to identify trends and discuss strategies for shifting to a more productive emotional state.

This activity helps students visualize how emotions influence their work. It builds emotional awareness and equips them with tools to make positive changes.

4. Personalized Regulation Plans

Every student’s self-regulation journey is unique. Personalized plans empower them to identify what works best for their needs.

How it works:

After self-assessing, guide students to create a “toolkit” of strategies, such as using a fidget, deep breathing, or taking a movement break.

As students develop their skills, self-assessment can become more intuitive and students may begin to access these tools independently.

Remember to encourage them to evaluate the effectiveness of their tools after trying them. Did they feel calmer or more focused? What might they try next time?

A personalized plan makes self-regulation feel attainable and personalized to each student. These plans also foster independence and responsibility, key components of long-term success.

A Final Reflection

To me, teaching self-regulation is about progress. It’s about helping students understand themselves, reflect on their behaviors, and make intentional choices. By integrating self-assessment into this process, we give students the tools to build confidence and resilience.

Self-regulation is a lifelong practice, for both educators and students. As I continue to explore ways to help my learners, I’m reminded that every small step forward counts. Let’s keep growing together!

Seeing Physical Education on the daily schedule can be very intimidating to an Occasional Teacher. Teaching children in a large open space where running is often encouraged is very different from the classroom. This blog is for teachers who leave P.E. plans and for those of us who follow those plans.

Inclusiveness is just as important in the gym as it is anywhere in the school. The goal in P.E. is for everyone to participate so we need activities that allow for students to work at their own level. In primary classes I will sometimes play games, work on skills or allow students to rotate through centres. Whatever the activity, I’m constantly monitoring and checking in with students to see if we need to make any changes. For example, if I challenge the class to toss a ball straight up and clap before catching it but I see someone missing every time, I’ll ask them to take out the clap and work on toss and catch. We could also swap the ball for a scarf to give them more time.

I like to set the tone before I get to the gym. I remind students about being safe, respectful, and responsible. We clarify rules about water bottles and indoor shoes. Having a whistle handy is helpful. I like the rubber squeeze style of whistle.

Safety is the first priority. With k-3 classes we repeat the rule “WATCH WHERE YOU’RE GOING” several times at the beginning of class and in the middle of class if needed. My favourite P.E. classes have no injuries. If an injury does happen it helps to know how to contact the office for support.

Here are a few low organizational games that my primary students enjoy.

Spaghetti and meatball tag (hoops, balls)

Half the class are customers eating at a restaurant and the other half are the chefs. There are a dozen hoops on the ground to be plates. The chefs place meatballs (balls) on the plates and the customers remove the meatballs and toss them away from the plate (hoops). You can play the game as a win/lose game with the object being for all the plates to be either empty or full. I prefer to play for a set amount of time and then count how many hoops are empty or full. You could add in a spaghetti Monster who has a noodle and can tag people which makes them freeze in place until a member of their team tags them for freedom.

Everybody’s It

Everyone is tagging everyone in this game. If you are tagged you stay down until the person who tagged you is tagged. The teacher can call out “Freedom” and everyone sitting can get up. This is another game that goes on with no definitive winner

Zombie tag (hoops, pool noodles)

A few zombies are it. They each drag a hoop with one foot and try to tag someone with a pool noodle to also be a zombie. The goal is to be the last surviving human.

Have fun and stay safe!

Brenda

Food is my mother’s love language. She meticulously prepares cultural meals, searching for hard-to-find ingredients that are only sold in Asian stores – or sometimes that are only found growing in our garden or in the gardens of family friends. It was the aroma of family recipes from far away islands that greeted us coming home from school that expressed the extent of her love. Even long, exhausting days at work didn’t stop her from standing over bubbling pots and woks, stirring and mixing and frying. It was this love that assured us of all she did to nourish our bodies and souls.

In school, all of that was hidden. This love language translated into something that mirrored the dominant culture – peanut butter and jam sandwiches, apples and orange slices – something that was presentable and acceptable in public. The fluffy white rice was traded in for sliced bread and the light, delicate pancit bihon made space for cheese and crackers. The message that sometimes love had to look and sound and smell differently in different spaces and sometimes that’s how love protected us from teasing and comments that might make us feel like we did not belong. Sandwiches didn’t mean that we weren’t loved, it just meant that we were loved more freely at home when we were together. At home we could love one another in any language we chose.

I like to think that these things have changed since those days, but I see my nieces and nephews from the Philippines not eating their lunches at school. During supervision, I sometimes catch the comments at lunch hour from students who don’t understand the impact of their words and I see the reaction of those who are hurt by them.

My first attempt to counter this was to read a book about other cultures to my students. I thought if we could just read about culture, traditions, and foods, it would be enough to build empathy and help everyone to feel welcome and included. Simply reading a book would help us all understand food and belonging and love in a way that would change our community. However, I noticed that even the best books needed to be accompanied by conversation and community building. Beautiful stories and illustrations wouldn’t be enough without the invitation to humanize ourselves and others. Conversations would open the space for us to all share and build connections with one another.

Once I chose a book to read, I started by inviting the children into the conversation with my intention. This invitation sounded like, “I have some favourite foods that are important to me. I really love it when my family gets together because we like to eat spring rolls and pancit and those foods remind me of how much we love each other. Does anyone else have food that reminds them of their family?” This guided conversations around the idea of how important and special things are to each person, even when those things are different. Next, I introduced the text by saying, “In this story, we’re going to learn about one character’s special food. I want you to listen and see if you can find out what makes that food special.” Focussing their attention on what I was looking for helped us to stop during the reading and make notes of what we were reading.

The first book we read helped to celebrate foods and family, called Cora Cooks Pancit. We talked about and wrote about our important foods, using describing words about the flavours and textures and anything else we could brainstorm. The second book we read highlighted a misunderstanding between friends who were judging one another’s lunches, called The Sandwich Swap. We read this book with the intention of deciding together how we should treat each other, what we can do when we make a mistake, and how we can move forward when that happens. We learned how to be respectful when something is different from our experiences and how to help everyone to feel comfortable in class.

Finding the right book is challenging, but sometimes we don’t always need a text to navigate these conversations. Sometimes it’s a photo, a video, or a song that can spark how we engage in community conversation together. Sometimes it’s just sharing a story about my own life that the students can connect with and that allows for conversations to begin. In any of these opportunities to build an understanding of each other’s humanity, children are learning and sharing about themselves while they are learning about others.

It’s an imperfect solution to building belonging, but I think it’s a good place to start. I still dream of schools being accepting places where masking identity doesn’t feel necessary, where celebrating the entirety of ourselves is encouraged. I imagine a space where parents don’t have to learn a new love language and can hold onto traditions and cultural norms tightly, sending their children to school wrapped securely in comfort and confidence in their identity. I hope that these intentional decisions move us one step closer and that we can, by modeling and sharing, let all students know we care. I like to think, as an educator, that is my love language to students and families. We see you and celebrate you. You belong here.

Prior to the start of any professional learning session that I’m leading, I play a pre-recorded land acknowledgement. The land acknowledgement recommended by my school board was created by our Indigenous Education Department and a Treaty Partner from the Mississaugas of the Credit First Nations. The land acknowledgement that I and other educators in my school board use is:

The land upon which we work, live and sustain ourselves is the ancestral and treaty lands of the Miichizaagiig Annishinaabek also known today as the Mississaugas of the Credit, the rightful caretakers and title holders of this land.

We also recognize the rich pre-contact history and relationships which include the Anishinaabek and the Onkwehonwe. Since European Contact, this land continues to be home to Indigenous and non-Indigenous peoples. As responsible community members, we value the diversity, dignity and worth of all people.

Colonialism displaced and dispossessed Indigenous peoples of their ancestral lands and continues to deny their basic human rights, dignities and freedoms. We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples and our collective responsibilities to the land, water, animals, and each other for future generations.

At the end of the recording, the creators pose the question, how does this land acknowledgment compel you to take action? Since I began using it, I’ve shared with colleagues that my personal call to action has been to learn more about the histories, cultures, and experiences of Indigenous People from across Turtle Island then find meaningful ways to infuse that knowledge in my work with teachers and students. To support this objective, I’ve committed to reading books by Indigenous authors and official documents focused on Indigenous People. Some of the books and documents that I’ve read include:

• Indigenous Relations: Insights and Tips to Make Reconciliation a Reality by Bob Joseph and Cynthia F. Joseph
• 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality by Bob Joseph
• Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City by Tanya Talaga
• An Inconvenient Indian: A Curious Account of Native People in North America by Thomas King
• The Truth About Stories by Thomas King
• If I Go Missing by Brianna Jonnie, Art by Neal Shannacappo
• Fatty Legs by Margaret Pokiak-Fenton and Christy Jordan-Fenton Illustrated by Liz Amini-Holmes
• The United Nations Declaration of the Rights of Indigenous Peoples
• Truth and Reconciliation Commission of Canada: Calls to Action
• Parts of Honouring the Truth, Reconciling for the Future Executive Summary

My call to action emerges from thinking critically about the part of the land acknowledgement that resonates most with me which is, “We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples”. For me, this quote provides clear guidance for identifying a call to action that works to support Indigenous People in one of ways they have asked such as learning a more fulsome account of Canadian history then explicitly teaching that history to others to avoid making similar mistakes in the present and future as a token of reparations.

Earlier this year, at a professional learning session I facilitated for educators working with students in grades 6, 7, 8, I shared my call to action following the land acknowledgment. Then during the session focused on explicit instruction in literacy, I modeled how educators working with students in grades 7 and 8 could use the book, Indigenous Relations: Insights and Tips to Make Reconciliation a Reality, as a tool to help them teach some specific expectations found in the revised Language curriculum and the revised Social Studies, History and Geography curriculum. The expectations I identified included:

Gr. 7 & 8 Language Foundations for Reading and Writing

B2.2 demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

Gr. 7 & 8 Language – Comprehension: Understanding and Responding to Texts

C1.1 read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

Gr. 7 History – New France and British North America 1713-1800

A3.2: identify a few key treaties of relevance to Indigenous people during this period […] and explain the significance of some of these agreements for different people and communities in Canada

Gr. 8 History – Canada 1890-1914

B1.2: analyse some ways in which challenges affected First Nations, Métis, and Inuit individuals, families, and communities during this period, with specific reference to treaties, the Indian Act, the reserve system, and the residential school system

I then read the following passage from the book.

“Treaties are negotiated government-to-government contracts or agreements, used to define rights and powers and to formalize relations between governments […] Indigenous leaders negotiated in good faith for the survival of their people as they transitioned from their formerly expansive self-determining, self-governing, and self-reliant world to subsistence and dependence, living on small reserves. The treaty articles they negotiated included education, economic assistance, health care, livestock, agriculture tools, and agricultural training. The other signatory, the Crown, had a different intent. Under John A. Macdonald, Canada’s first prime minister, the Crown planned to use the treaties to remove Indigenous Peoples from their lands, gain access to natural resources, open up the country for settlers, and construct a railway from Upper Canada to the Pacific Ocean” (Joseph and Joseph, 2019, p. 45-47).

Following the reading I shared the insight that educators could use this book to help students build their background knowledge on the importance of treaties in Canada which could support their reading comprehension of this, and other passages found in the book. As a direct result, it could also help educators explicitly teach parts of specific expectation C1.1, found in the revised Language curriculum. I also shared that use of this passage could help educators clarify the meaning of the word treaty for students who may have a vague understanding of it. This would support building their vocabulary knowledge that could again support their comprehension of the text while also providing explicit instruction in parts of specific expectations C1.1 and B2.2 found in the revised Language curriculum. Further, I shared that use of this passage could help educators teach students about the historical importance of treaties in Canada which could help students understand why they remain such a central part of public discourses. By doing so they could also work towards meeting grade 7 History specific expectation A3.2 and grade 8 History specific expectation B1.2.

I concluded this portion of the session by reminding educators of how I strive to find meaningful ways to align my call to action with my work to ensure I honour my commitment to supporting reconciliation and making reparations to Indigenous Peoples. I encouraged them to find meaningful ways to do the same.