Category: EDUC 446

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Peer Seek-to-See Feedback on My Life-Writing #2

Andrea’s Seek-to-See Feedback:

Sara’s Life-Writing this Block was a wonderful exploration of something that we have all learned is important to her, probably since the first day of the program when we all met.  Sara’s joy at being a Scouting leader is apparent.  She has a love of human connection, and especially of connecting with young people in a meaningful way.  This Life-Writing conveyed a deep sense of pride in the Scouting/ Guiding tradition that has been handed down to her through multiple generations of her own family (and now to her son), as well as the founder of the Scouts movement.  Her writing conveys generosity, courage, caring and confidence.  It is apparent that a lot of the principles that Sara has explored and honed through Scouting transfer into her teaching practice.  For me, the examples she gave of how Scouting reflects the 9 Rs were a wonderful way to make the 9 Rs come alive in a concrete way – a great teaching tool.  I loved how Sara shared that during rambles is a great time to listen and share stories together – and how this role-modeling can encourage young people to “pay it forward,” being open to listening to others in the future.

I honour Sara’s commitment to caring for young people and teaching them powerful life principles through the time and responsibility it takes to head up a Scouting group in the community, alongside all the other responsibilities in her life.

 

Aurora’s Seek-to-See Feedback:

Thank you Sara for sharing your lived experiences and the parts of yourself that make you whole. I feel privileged to share in your story.

Multiple Feelings:
-I sensed a great feeling of pride in your accomplishment and commitment with youth.
-It seemed as though you are very accepting of yourself and your decisions now but were unsure at first.
-I sensed a very strong feeling of appreciation for the opportunities to have such incredible influence and share these experiences.

Strength:
-You are such a generous person and share yourself so graciously.
-You are incredibly talented at recognizing the strengths of others and understanding true inclusivity.
-You are courageous and supportive.
-You build strong and meaningful relationships and gain respect from all those that know you.
-You have a special talent of teaching and sharing knowledge with such confidence.
-You strive to know more and be the change that you expect in others.
-You challenge yourself to understand and embed indigenous ways of knowing and learning in all that you do.

Connections:
-You share a respect for nature and land with those around you.
-You have an understanding with those around you and mutual purpose
-You understand and represent generational modelling through your practice.

Human Dignity:
Words that represent you –
-Respect
-Appreciation
-Courage
-Purpose
-Strength
-Perseverance
-Spectacular

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Strong Nations: I don’t want to forget you!

https://www.strongnations.com/

In EDUC 446, we were asked to visit some of the websites listed online at Curriculum Resources | Indigenizing the Curriculum and to bring to class 4-6 lesson plan ideas that would fit on the size of a post-it note.

I fell in love with Strong Nation! This is an Indigenous-owned online Book, Gift Store, and Publishing House. All of their resources are made in Canada! They have books galore, an abundant amount of Educator Resources, and many authentic items to help build a classroom that actively integrates the First Peoples Principles of Learning so that Indigenous students can see themselves reflected in the curriculum and their classroom environment.

I love to shop, and if I had an unlimited budget, the first four things I would purchase for my dream classroom would be…  (These are also the “ideas” for my lessons – I’m just not sure which one I will use or where it will lead :))

1. The entire set of finger puppets and hand puppets. Strong Nations has the most incredible collection of animal puppets. I could immediately imagine the life these puppets would bring to any storytime. The best part was they were animals we would find here – like a moose! These could be used for inspiration to create their own stories for older students. The options would be endless.

2. The Indigenous artwork puzzles. Throughout my travels in practicum observations and my work as a TTOC, I have noticed that many teachers have puzzle tables or corners for students to work at. If I am going to purchase puzzles for my classroom, what a smart idea to choose puzzles that showcase beautiful Indigenous art!

3. Sequencing and matching card sets: salmon life cycles, edible and medicinal plants, marine wildlife. Just like the puzzles, this process has opened my eyes, that if I am going to purchase resources for my classroom, I should be smart about what I choose. Of course, if I find a steal of a deal on some Disney-matching cards at a garage sale, I should be thrifty as I build my classroom. Still, I also need to become more aware that Indigenous-based educational resources exist and that I should embrace every opportunity that I can to embed authentic Indigenous resources.

4. The double-sided Yoga card. I enjoy taking a few minutes with my classes to shake up the routine. These Yoga Cards would be fabulous in an elementary setting (especially as a TTOC). One side of the card shows a Yoga pose, i.e., Wolf – kneel and sit back on heels, press hands on floor and howl; the other side shows the related animal and gives a description. For the Wolf, it says, Wolf reminds us to appreciate teachings. The cards give us a way to honour connection to oneself, others, animals, nature, spirit and the planet.