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2. HelPing Hands
" Helping Honds"- This title depicts a baby sitting and holding an
eagle feather. He is waiting to be taught and brought back to
the
traditions of his grandparents. Around his head are helping hands
hands
in the four colors, red, white, yellow, and black. The helping
signifies the realization that educators of all walks of life, need
to
focus on the needs of our First Nation children; teach them about
whom they are as First Nations people and bring them hope for the
future. Each child is a gift from the creator. They are our future.
Joan
Helping Hands was made by 2nd year HBed Aboriginal Student
Esquega.
Layout and Editing: Callen Banning
Editing: lolehawk Laura Buker

3. L-- ehead
UNIVERSITY
Lakehead University
955 Oliver Road
Thunder Bay, ON
P7B 5E1 Canada
Phone (807) 343-8110
Fax (807) 343-8023

5. r'
laleneail Uniucrslu llB[ll 2130 - Teachers oJ A[original learners
July 2009
The second summer of Honors Bachelor of Education in Aboriginal Education courses
began on Monday, July 6th, 2009. This yea; the HBED 2130 course focused on learning
strategies that are currently working for Aboriginal students and how as educators, we
can support the "whole child" to be successful in our northern classrooms.
The uniqueness of the HBED program is defined by this First Cohort of Educators that
live in the vast north where the landscape is formed by lakes, streams and forests in
the communities they call home. The rich narratives shared in this cohort are a
testament to the importance placed on language, culture, the land and the community.
Each educator in the HBED program is deeply committed to the success of each child
they teach, as well as, the need to inspire and "lift up" our children's dreams and
support them through graduation and beyond.
fhe "Sharing Our Thoughts On Education" publication resulted from thoughtful dialog,
discussions, presentations and reflections within our group. Together, we place our
children at the centre of the learning circle with this written work.
It has been a privilege to continue this journey with the First HBED Cohort. Our children
are in good hands with these pathfinders.
Respectfully, Professor Lolehawk Laura Buker

6. Sharonfllen
Many students often feel a sense of racism in the
classroom and retreat into themselves and refuse
t
Honouring and Nurturing
Positive Self Esteem
to engage in the learning environment of the
classroom. This point is crucial to the success of
the students; teachers in these classrooms must be
I
The first week in class we discussed the
importance of creating a learning environment
would honour and nurture positive self esteem for
that
aware of this transition and come up with
strategies to make the students feel welcome,
honoured, wanted and resPected.
I
students. There were discussions on different
Sadly, in our society today many of our young
approaches and different presentations from the
students are subjected to harsh social problems
T
class. I found the group participation aspect and
the sharing to be verY insightful.
When instilling honour in the classroom, the
and at the same time trying to successfully learn all
these exciting initiatives of honour, respect, dignity,
culture, Many students are hurting and need
I
teacher must have a sense of who the students
are, to relate to the students. Most often the
students are not familiar with their own identities
someone to talk to, not necessarily to have social
services to intervene but to have someone listen to
them and to have them know they are not alone in
I
and do not have a sense of pride in their
background. Classroom guests such as elders,
parents and community members and honouring
their troubles' ln some instances, a student will
trust a teacher who is not of the community, and
once the teacher leaves and goes down south
I
them for their contributions and maintaining our
culture and identity will provide the students the
opportunity to learn to begin what honour is and
never to return, the student experiences a sense of
desertion. The students are our future and they
are speaking to us by way of their actions and we
I
need to listen to the students' By listening to the
what it means to be who they are and where they
come from.
students and including them I believe this will
boost their self esteem'
I
tt has been said time and again that Aboriginal
students are visual learners, so to instill a sense of
I recently went out with some students who were
on a camping trip; they enjoyed the teachings of
I
honour and pride the teacher could perhaps praise
the students verbally on a daily basis, to encourage
the use of manners "please" and "thank you".
the land, the fire side stories and welcomed the
responsibilities that were given to them' There
was no mention of junk food, television, gossip,
t
Students learn what they see; the students learn
what they hear and will thus practice what is
taught thr:ough their listening.
internet or XBOX 360. The students engaged in this
type of learning, there were hardly any behaviour I
instances and most of these students had not been
in an outdoor setting as much as they could be
Students enjoy sharing once they have reached
their comfort level.
considering the remoteness of our community' The I
emphasis on being in the outdoors and the culture
Mas well received.
, the
i",#',:,6iieselfabout how to go about the best way to
rn. As l'rr'ii.'.'t$broaah
a student. The phrase "treat everyone
't' how you would like to be trdated" is important
what they we.re'used to growing up in.

7. bilingual in order for them to understand my
language. We had a review in class, and after 40
Ilaine BoyGe minutes the class was over. lt was quiet and I
quietly stepped out of the classroom and thinking
maybe they will respond tomorrow. As I entered
Many of my students learn best through stories, my next classes, I was welcomed and greeted with
narratives, and our old and new stories. As a Native "Booshoo!" I stand in front of them and said the
Language Teacher, I had been inspired by my same thing to them. "Booshoo Niin Elaine Boyce,
students as they learn to speak and write the niin ka anishinabay kekenwamageekway ohway
Ojibway language. I have learned that they are shy keenoniwin" and then I said, "Giin tas, shin
to share it with others. They can speak their aaniigiin aashinigassoyan?" They responded
language. The most meaningful way to support our quickly and answered my questions. We completed
aboriginal students is to know their attitude and all work tasks and we all had a good day. My day
behavior. Some students like to share stories. For was easy. They were amazing and showed their
instance, stories about going on outdoor confidence. That's when all the students started to
adventures, funny stories, sad stories and scary communicate with me. I am their role model,
ones. Students will share their laughter and jokes friend, mother, sister and teacher. When we are
too. Some students will help and work done our class I say, "Bahnamah wabakn Miinawah
cooperatively together. Students learn to show gawbamin." They respond to me with 'Ah haw."
respect and show kindness to others. Some Translated in to.... I shall see you again tomorrow!
students are polite and showing their responsibility
in the class. Students socialize in gathering places, Meeway, miigwetch.
preparing for the work and taking turns. I have
learned that the youth in my classroom respect me
and trust me like a mom, friend or big sister.
Students show their support and comfort when
they know that I am down or quiet. These students
are angels and they are very intelligent.
Everyday language: Ojibway everyday and greeting
to them saying "Booshoo Kaakeenahl" Their
response is Booshoo Elaine.
When I first started teaching in the fall, I thought
"What am I going to teach them to learn in the .::,11:
Ojibway language in the first term? My teaching
starts with introductions and conference, The next
step is to start on the review, a.pd my first day in
the morning class, I see, I hear, I think and see !h1$
students in front of me and I said: "Boosho! Niin
Elaine Boyce, niin ka anishinabay ,,r-
-l
ke ke nwa ma geekway ohway kee n o n iwi n.11. we n.-t,,.'. ':l',1
on to say: "Giin tashiip,..4p,niigiin aashinigassoyan?" ,
Students looked at each"'bthe;Lwith surprised looks
on their faces and 9,.-5j
ow what I said.
The students were kln

8. Idueation Brings I
U$... I
I
Curiosity Hopes Adjusting
Dreams Routines Collaboration
Rituals Limits Compromise
Anxiety Fantasies lndependence
Competence Sense of belonging
Encouragements Self-Advocate
Motivation Mentorship
Transition
Dynamic
Contentment Decision-making
Harmony Opportunities
Responsibility Acknowledgement
Rewards Self-evaluation
Compassion Challenges
Self-ldentity Enthusiasm
Dedication Determination

9. Gloria Goaster
My Own Reflection
Education always plays a role in my life. Children in my community inspire me. They inspire me to do more
in education. The more I can do for myself, the more I can offer to them.
ln the chart, I enclosed a circle diagram Education Brings Us... lt consists of four parts Elementary School,
HighSchool,College/University,andLife. lneachsection,ithaspointsofwhatastudentgoesthrough. lhave
used a similar diagram which I show to the students. I drew the four parts as an Educotion Focilities and what
grades each section has. I explain to the students, this is what you will do as you grow older. The visual chart
makes it easier for the children to understand why Education is important.
'tix
's1
:
'**"
f,..
rkk

10. Ghclul llane
had finished Grade Two, they knew no matter what
came ahead they could do it. t
Mrs. Miller Finally, Mrs. Miller was genuine. She did what she
said, and she walked her talk. Mrs. Miller was I
The first image that comes
the
to mind after reading
phrase 'nurturing positive self-esteem' is Mrs.
Miller's class. Mrs. Miller taught Grades One and
dependable, reliable and trustworthy. People
cannot mimic being genuine. Mrs. Miller kept our
secrets and could be trusted. Her classroom was I
Two back in the early eighties. Her classroom was
a fun, comfortable place that children thrived in.
Mrs. Miller would encourage and cheer on her
an extension of the woman she was. Children
thrive and flourish in an environment that is safe,
comfortable and giving. The students of Mrs.
I
students, but at the same time silently command
respect. She was never forceful, loud or
demeaning. Mrs. Miller's class was always open
Miller's class are concrete products of a wise
teacher.
I
and available for students.
There are several key elements that definitely
Mrs. Miller definitely knew the importance of
creating a learning environrnent that honours and
nurtures positives self esteem for her students.
I
contributed to the success of Mrs. Miller's
students. Mrs. Miller was organized, kind and
genuine. ln her class there were clear expectations
Twenty-eight years later Mrs. Miller's classroom
still is a vivid image in my mind. That class was a
turning point; I realized that I have worth.
I
of her students and also, of herself. Mrs. Miller
embodied the ability to make all her students
recognize their own worth.
Hopefully, one day I too will embody the qualities
that draw the best out of my students. Mrs. Miller
definitely impacted my life. lt is my hope that one
I
First, Mrs. Miller was organized. Her classroom
routines were carefully planned and included
day a girl, just like me, will remember a special
teacher whose name was Mrs. Dane. I
student input. There was just enough formal sit
down learning conjoined with informal play
learning techniques. Mrs. Miller captured the
I
attention of all the students. She was able to cause
a hunger to develop in her students for learning. I
I
Mrs. Miller would use different techniques to
assure that all her students grasped the concepts
fully. When a child struggled she would spent the
I
time to encourage and help the child grasp the
lesson. Everyone in her class was very smart.
I
was .kind. Her kindness was not surface
ii: irr.
irll:;, :
.of her heart. The
her fair

11. flngela laco[ We successfully kept the language alive within our
younger students. Our language is the most
important part of who we are as Aboriginals.
Bringing Back Our Ways
During the last half of the school calendar the
My name is Angela Jacob and I am from Webequie, teacher and I made plans to invite Elders to come
Ontario. I have been working at Simon Jacob to our classroom to teach. To get our students
Memorial Education Centre for nine years. The first ready for the elder visits we talked to the students
three years I worked as a Tutor Escort and then about why it is important to respect our elders in
moved on to be a Classroom Assistant. I have just the best way the students could comprehend. The
recently graduated from the Native Classroom classroom teacher and l, the classroom assistant,
Assistant Diploma Program from Nipissing role modeled how to show respect by using good
University. The reason why I took the program was manners. We taught them how to say Hello in the
to further educate myself in the field that I am language and we also focused on showing the
working in. I believe that we can make a change in students to use their listening skills.
helping our aboriginal students learn by creating a
learning environment that honors and nurtures The elder visits were successful in our classroom
positive self esteem of our students. as the students enjoyed having them in their class.
Each of the elders that came to our classroom
This year I worked with the Kindergarten Teacher taught the students about our lifestyle and our
for the Junior and Senior Kindergarten students. culture. The students liked listening to the stories
We had two classes; the Junior Kindergartens came that the elders told and they really liked learning
in the mornings and the Senior Kindergartens came the games that the elders played in their
in the afternoon. We had thirty-five students all childhood. Our student's began to look forward to
together. One thing that was noticeable with these the elder's visits and ask us when they were
four and five year olds was that almost all of these coming back again.
students were fluent in the English language.
All in all, I believe the student's school year was a
As the months went along, the teacher started positive and a successful one. By creating a
teaching in both languages (Ojibway and classroom environment that shows respect for our
English).ln circle time she asked them questions in aboriginal perspectives benefited both the
both the languages. First, she would ask a question teachers and the students. The students learned in
iii Ojibway and then she would explain to them in their own environment which made them seem
just said. I found that the eager to learn their own native tongue and learned
:iE'nBlish what she had
.'Students paid more attention when spoken to in a lot of knowledge from their Elder's teachings. I
ffijibway language. Mainly because they were believe that if the teacher is willing to make
Jeatning new words in the language. changes in promoting our aboriginal lifestyle both
*& the student's and the teacher will have a successful
When we did calendar time, the teacher made school year.
in that she would teach the calendar in both
eagerly participated in

12. t "Why we should learn our Aboriginal language."
I Geeilia laco[ I know most Aboriginal students are losing their
languages, and it happens everywhere. I know it is
hard to understand where individualfamilies come
l I believe
needs
that teaching our Aboriginal language
to be student centered and student
responsive. Students that learn actively seemed
from. Another quote: "l think learning my language
will help me understand better what is means to
be First Nations." This is hard work to learn,
I more engaged in using the language.They focus on
the meaning of the words, phrases and everyday
speech. Learning the language from ideas,
especially if you are a non speaker. There are
teachers out there who are willing to teach the
language. I am still speaking my own language and
t interests and unique talents of each child seems to
be a positive approach and strategy.
willing to teach it to whoever wants to learn it
from me.
I When we read chapter five, "Learning Strategies
for Aboriginal Students" in the book Our Words,
As I reflect on my own education journey, I now
understand that my learning is informed through
observation and demonstration. We have excellent
t
Our Ways, l've learned about using the effective
instructional strategies that will support the teachers here at Lakehead University and I hope
learning needs and strengths of our students. they will continue to do a good job for the future
of our people and other nations.
t The teacher's relationship with the students is at
the heart of Aboriginal approach to education. lt
I
can also be in the other way too. I was in this class
once and when we were put into groups of four,
and then each group read the chapter. The teacher
t
gave us a question to answer to that chapter. I
found it much better to understand a concept
when working to together to gain knowledge.
t There was this teacher I knew who taught grade
one. She was of non Aboriginal status. She knew
where the students came from and did a lot of
reading to her class. She had interesting centers
T put up for hands on activities. She was also a
I mentor to me. She had high expectations on her
teaching style for students to learn to read.
Because of this, I know the Aboriginal students she
t taught are now good readers in our community.
Another strategy l've learned and want to do in the
I classroom, or show the parents when I go back to
my reserve, is the P-M-l chart. This is a very
interesting format for organizing information, and
t evaluating the student's knowledge and ideas.
JL(ILIEI lL5 Ldl I use this tool to LullELL LjdLcl Cll lU ,
Students can U)E Ll ll) Luul Lu collect data and
organize information to make informed decisions. i
tii.!
I
., .,..::,,i. .,:-,*:,:,,;u{*,,:d, _:

13. loan tsuuega effects of drug abuse.
I
I can envision a classroom with many profiles on
Giving our Children a Voice the walls of Aboriginal role models that have
already endured and achieved successes. We can
I
As educators, we need to learn the importance of show them that we have our own role-models to
creating a learning environment for the needs of
our aboriginal students that honours and nurtures
look up to and be proud of. These may be anyone
from doctors, lawyers, dentists, trades people,
I
positive self-esteem. We set the stage for our teachers, sports figures, artists, actors, people who
young learners to come in and be who they are
and to feed their thirst for knowledge. A student
are not necessarily famous but have also continued
their education to reach their goals. We also have
t
to highlight the successes of our students and give
should feel a sense of belonging before they can
thrive in the classroom. Once that student has
become comfortable within the class, only then
them incentive to work towards their own goals.
lncentive could mean, praising them in the school
I
newsletter or giving them prizes or certificates for
can we begin to uncover their hidden gifts. Each
student brings many different gifts to the
classroom, and as teachers we need to encourage
their efforts; show them that we are paying
attention to their hard work.
I
their strengths by finding ways for them to use that
gift in the classroom. I have a genuine love for children and their
curiosity, so my classroom will consist of a sharing
I
For me, the highlight of grade school was the hour
we spent each day in our Native Language class.
circle where each student will learn to share their
thoughts, ask questions and learn to pay attention
intently to each other's ideas. I call this learning
t
We got to hear legends, make bannock, crafts,
learn to sing different songs and most of all we
were taught basic words and meanings of our
'respect.' I also want to incorporate the knowledge
of our elders into our classrooms. We need to
utilize our Elder's teachings so we can all learn
I
Ojibwa language. I remember one particular year;
our whole Aboriginal student body went on a
camping trip. We played games, swam, listen to
from them. lf our students are taught to be proud
of their culture then perhaps we can lead them in
the direction of hope and prosperity. I hope to
t
stories around the campfire and most of all we got
to eat all the delicious traditional foods. I look
back at that trip and have many wonderful
teach my students that they have the ability to
overcome and endure life's challenges as they go
out into the world. I can do this by teaching them
t
memories. lt made me feel good to know that our
elders and parents made the time to take us on
that trip and made it a fun learning experience.
that their culture and way of life is a very
important part of who they are. I
Nowadays, our community,,,Iakes all the students
on a geese rally. The elde
teach them how to hunt
them out and
and cogk the geese.
Most of all, I hope to show my students that I can
be trusted as their educator and that I care about I
Th&{o'ok forward to tsvery..year. their dreams. Dreams are an important part of
d reflect
our lives. lf we do not have dreams, then what do
we live for?
t
where
lv; a

14. t $hirleu llleftanalr
"You are a very kind person ." ar, "l like the way you
stick with things, even when it seems hard to do."
t Building Positive Self Esteem
You can even praise a child for something he did
not do such as "l really liked how you accepted my
answer of 'no' and didn't lose your temper."
I Back in our reserve in Webequie First Nation, there
are about 139 students in our school. I have
worked over five years as a tutor escort at my
Lastly, I would like to discuss reward programs for
the students. There are a lot of ways we as
I reserve school.
find that therb are always a high number of
educators can go about this program. Students
really like get[ing rewards. They will do what is
expected of them and if they make a wrong choice
I
I
students that have low self esteem in every school they lose the privilege to get the points or they will
year. The most important thing to do in the not be given the points, it all depends what caused
t
beginning of every September, first day of class is them to lose their points.
to build the relationship with individual students. I
begin by sharing a story about myself and There is a lot more we can do in the classroom.
Using positive self esteem activities will help the
I
eventually, the class begane to share stories too.
From this positive beginning, a trust takes hold and students bring their self esteem up to where they
our students can rely on somebody. When they willfeel comfortable to fit with the other student
t have a problem or feel scared to tell anyone about in the classroom.
the problem, they can share with a teacher they
trust rather than feeling helpless or stay home and
I
not coming to school. As educators, we can help
get to know more about the students. For
example, play games, role plays, puppet shows,
bring an Elder to talk to them. Another way, would
T be gatheri n g i nformation th rough conve rsati ons
with students, parents and other teachers from
I previous teachers for their weakness, strengths,
dislikes, likes and observing students in a variety of
situations. Also, observing student's approaches to
I learning, interactions with other students and how
they respond to feed back would be helpful.
t Be generous with praise. Use what is called
descriptive praise to let the child know when they
are doing something well. You must of course be
r aware of situations in which the child is doing a
good job or displaying a talent. When you observe
them showing a talent you might say, "That last
,
::,,:tli
.
' , ..i:l-::.ll-i;1l:t:
ir: _ria .:rfii,l
..:l
j
t
r:.i,,]5...,i.,-jl*::i:,::,,
piece you played was great. You really have a lot of ,, '..-. . :
musicaltalent." Don't be afraid to give praise ofte,n,
even in front of family or friends. Also, use praise '
to point out positive character traits. Fsr instahie,,

15. with the children
a child's daily life at school. I am
Glara tllissewaoe all day and they have learned to trust me. lt is
Building Self Esteem
At the beginning of each school year, my personal
important to treat each child as a person first and
that each person has feelings. I am always praising
any little accomplishment that the child has made
whether by attending class that day or by helping
I
i
approach to creating a meaningful and positive
around the classroom or participating in class
learning environment is to establish trust and
activities.
friendship with the students. First, I each student
I alsofind that using the reward or incentive
into the classroom and set out some get
system in the classroom can also hurt those
acquainted games etc. and take command by
children who have learning disabilities such as
letting the students know that while they are at
speech impediment, lack of language development
schoolthey are expected to follow rules and
or too shy. As a result, these children lose
routines. The rules are simple and easy to follow
and aim to show respect, compassion and to help
confidence and self-esteem. Often, they will most
one another.
often just sit back and watch. To address the
unique needs of the students, I sometimes
By doing so, my students learn to be respectful and assigning a buddy for support or someone to help
obedient and this creates a meaningful learning him/her build up the courage and build up enough
environment. The children can also have some fun. confidence so that they can participate and do
what the other students are doing. By adapting a
As an example: Circle Time is part of the routine buddy support, students often overcome their
shyness. This builds up their confidence and
we do every morning. At this time, we begin our
self-esteem.
day reciting our daily exercises e.g. Calendar,
Weather and Reviewing our day plan. Also at this
At the end of each day, I gather the children for
time I ask the children if they have any story or
Circle Time to recap and reflect on the day. I will
anything to share to encourage dialogue with the
ask the children some questions such as: - What
students. At times it is very hard and challenging
to have all the students to participate, so I create they remember most for that day and what was
an.honor system and reward those students who learned and what was fun to do and learn and
have parficipated and contributed to in class
what was accomplished that day. I also thanked all
disetiffi.,6rq:i$ji a sticker and a novelty eraser. the students for joining us that day, and to remind
- . .;,jt+:i? rl
Also, not tci'i6,ave out those students who are shy
them that "We are allfriends here and that we
to contribute to must carry on respecting each other as we leave.
9r lhe student3$'at'.Q{-e ot ready
them with a sticker for We have all enjoyed learning and helping each
'd
day and to encourage other today and that we learn together by helping
in us 6gain the next day. each otheL and have a fun and safe evening.
See you alltomorrow."
helps those who
confid.ence to This is the model I set out for myself. Each and
i'fig''bnolto every day, is to ask our Creator for guidance and to
help me nurture my students that have come to
walk on a positive road in their learning journey
important in from the beginning, to the end of the school year.

16. lloreen tllissewaGG
Rivers of Education
Rivers are connected to
Streams, creeks that reach
To lakes, ponds and oceans
Rivers flow slow, fast,
Wide and narrow straight and windy
Rivers have shapes in many ways
Rock slides, banks high, and low, they split,
Brushes, grass and cliffs
Rivers have rapids, falls
Whirlpools and islands
Rivers have many obstacles
This poem is about education. We have many opportunities in education. There are sa
for our families, friends and home. There are many feelings that appear through your life and
we go through. The obstacles you go through, how time goes slow in the beginning and when the
to finish you wonder "boy that was fast?" That's the way I see myself. Riding in the river where you have
through the calm, then slowly travel the rapids and go up and down the waves and see a beautiful lake or
island. Taking the portages to carry your load of supplies and gear, bringing along with you your family to take
this ride with you. As you take the ride, there are precautions of the dangers of rivers. As you go through tle.c5ft
t,rgmm
river taking the dangers, the hard work, you will be glad that you made it. I always tell my children that's
that ry
life is: "You will have hard times and all the feelings you will feel." This poem is dedicated to my family
supports me, the group of learners, the teachers, friends, and the generations to come.

17. able to cut fish and moose meat just like my
tllaru0'l[eesG grandmother. I finally questioned my mother about
the way my grandmother taught me. My mother
My Learning Life Style said, "That it is the way or custom to teach our
children."
How did I learn? What is this question really
asking? ls it asking me how I learned in a school Around the year when I was about eight or nine
setting or is it asking me how did I learn the the reserve #64 was established. They built a
traditional way. I am going to answer both ways. school which was called Fort Hope Day School' This
man came to our settlement and talked to our
parents and elders. They were told that we had to
Traditional Teaching:
attend school every day. Also, we had to move to
I was born back in 1962 in a small village called the reserve to qualify for government handouts'
Naybeemagang. We had six families in the little They said that we would be getting new houses.
settlement. I remember living in a one room cabin. They also said that was the only way the men can
get jobs such as carpentry and to go tree planting
There were eleven of us living there. We had no
televisions or electricity. We were lucky enough to or firefighting. We had to pack up and move. That
have a six horse motor and a small chestnut boat fall I started my first day of school. I was so scared
which was rarely used only for hunting or checking but they told us that they were going to teach us
the fish nets. ln the winter time we used dog sleds things that will help us live better lives' My first
to get around. My parents and grandparents teacher was a pretty white lady. She greeted us at
started teaching us when we were very young. I the door with a smile and said some stuff which I
must have been around five years old when they did not understand. But as soon as the door closed
started to teach me. I remember my grandmother she changed her attitude. She turned from an
telling me to sit by her at the fireplace outside her angelto something else like she had two
personalities. When I was told that I was going to
house. She had just gotten fish from the fish net.
She then started to tell me stories and legends. I be taught to learn I assumed that I would just sit
really liked to listen to her story telling time which and watch. Boy, I was wrong after the first day of
was usually at night, just before we go to bed. I school. I felt bad because I did not understand
never got tired of hearing her stories or legends. I what she was saying. You see my first language was
watched her cutting up the fish at the same time Ojibway. lt continued on and we tried so hard to
please hen S-he also said that left handers are from
listening. She used to do this to me when she gets
her fish, I watched and listened to her. She would the devil,gg.Orlr{'E.s,,f-orced to write with my right
also go with me when she went into the forest to
hand. That
white .from
get moss or berries. When one of the men killed a
moose or caribou, the women would come that
together and divide the kill equally. My mentally. I learn from-
grandmother brought me to this gathering and I a hands on learner..
watch and listened to them talking. I use to
wonder when she was going to let me cut up the
fish and the meat but I kept silent and kept
watching. When I started my own family, I felt
nervous because lthought I wouldn't know what
to do and my partner expected me to know these
things. We went camping for two months on the
trap line and everything came back to me. I was
; ::iin

18. uictofla 0shag
Positive Learning
"Touch their spirits with the feother of
encourogement, whispering: You can, you will,
You must, your people need you"
Gilliland, Hap.Teaching the Native American
4th edition.Dubuque,lA Kendall/Hunt Publishing Co., 1999 pg. 100
I believe the positive effort from a homeroom teacher determines a successful learning environment. Our
aboriginal students respond in a positive manner to a teacher who motivates, demonstrates caring and helps
students in all aspects of their learning. When the students are asked to identify what best describes their
favorite teacher. They would use these words: * happy * motivated *honest *funny * understanding
*friendly *interesting xdedication. lt is the teacher's personality that is the single
most important aspect in promoting education success.
When a teacher exhibits their traits, the path is smoother. Students are interested and actively participating
in learning. ln every school, there are teachers for whom the students do the work. lt might be the only class
for which they do homework, but do it for that one teacher. The students are not always looking for the easy
way out.
Frequently, they are unable to do the work due to learning challenges and abilities.
Therefore, it is vital that a teacher prepares materials to built up skills and confidence
for the student. Some examples for promoting learning in our community are one on one tutoring, using
visual materials and oral repetition.
The students need to establish a vision for setting goals to complete for completing school. lt is like
establishing a birth in a child's mind to have a positive encouragement to start a journey towards success. One
dt
mind set is "l can do it and I will do it". lt is important to have a strong foundation in the choices made in life. ,r.,

19. from their assignments' At the same time'
I often
llaisy SlimeliaGft have manipulatives available for their
throughout the course of the daY'
use
Building Self-Esteem The children enjoy listening to stories
during
story-time. They like to listen to stories
that are
as an
Reflecting on my teaching experiences cultural related. I tell stories about my trapping
community
Aboriginalteacher, teaching in my own i.yr, ..rping, and outdoor experiences' And I
an honor for
of Eabametoong First Nation has been intergrade these stories to solve
problems in Math'
me. lrngirg., Social Studies and Science subjects' A
is the
children all
favJuriL story the children enjoy hearing
When the classes begin in the fall, the bit ,,ory. I find this story very encouraging
to the
come with smiles on their faces and eager to learn " like to
valued students who enjoy riding bikes' I would
new skills. These are the aspects and the share this storY.
words I use when I am teaching children' Children
come into my classroom in their own
little different can ride a
Normally I would start by asking "who
packages, there are special and unique in their ride a bike
bike? Or "Who would like to learn to
*ryr.io, example, some children are jolly' some day?" then next question "How
did you
to tackle
enihusiastic full of anticipation and ready learn to ride a bike? Once upon a time
there was
some
learning new skills. On the other hand' this little girl, she really wanted to learn to ride a
children are shy, not so eager, or enthusiastic
as yet so she spent
bike. But ift" OiO not have a bike
the other children. They come into the classroom place because her
most of her days at her cousin's
and sit themselves in the corner' cousin had a bike. As the days went
on she tried
and tried to balance and take off on her own'
HONOUR NURTURE
(H)haPPY patie(N)ce
enc(O)urage (U) unique
e(N)dure p(R)aise
(O)openness (T)tolerance
(U) understand was riding on her own! She was so nappV: fr@;$;;;
lea(R)n
(R) resPect home .nJ totd her father' As for a rew€rd
acc(E)ptance effort, her father and uncle bought hera
followingweek. ' ',-l
ln a brief summary, I feel it is importantlo-
The two mottos I use to encourage the
students welcome and treat each child eqLlelly'
have
are LOOK, LISTEN, AND LEARN and PRACTICE have praise and respect' The'parents
irrii*t, in the teacher to pru'in" acaderfi
MAKES IMPROVEMENTS for,ffi
and healthy and safe environment
I highly believe children learn best
through play' children.
the
hands-on activities, visual and oral' Normally'
posters -
set up in my classroom is educational
calendar 'i:'
alphabet, numbers, colour, shape words'
of the week' Also' I
- months of the year and days drawings ',Li:*)
display the children's full names and their ' --.::11;P'E

20. llorman $hewau[iofi We talked about his favourite player Sydney
Crosby. So I asked about his stats for the game. He
told me "shots with 54 assists", so far he replied.
The Learning Place
Then I asked him how much that was all together.
Hello my name is Crying Wolf, tutor escort for He told me 88. After we meet I went on Google to
Simon Jacob Memorial Education Center. I work in find the NHL.com and the stats for Sidney Crosby,
the Special Education Department. all the numbers that he told me were correct.
To me the "Learning Place" is where children can At that point I told him that he did not need an
experience learning in a safe encouraging IEP that he knew how to do math. Johnny was
environment. I believe that when we are teaching puzzled. I told him when he added the shots and
them to learn, we must approach the child as a the assists he was doing math. Johnny saw that he
whole. did know how to add, it was just a different way to
look at it.
There have been times when I have witnessed
teachers that simply write students off as unable to So the teacher discovered that if she presented
learn. I knew a teacher who insisted a student the math in a different way for Johnny he would
needed IEP (lndividualized Education Program) as understand. Eventually, he learned how to do math
he could not do math. She requested a meeting questions without having to think of it as hockey
with the parent and requested that I be part of the scores or stats. But the encouragement I gave him
process. helped him to realize that nothing was impossible.
I sat and listened to the teacher talk and I was very A whole child approach is to teach each child that a
upset with the way she talked about the child's "l can" attitude will go way farther than someone
abilities. I asked if I could have "Johnny" forthe with the "l can't" attitude.
day. The teacher and parent agreed. So I went with
Johnny to the Northern store. There I bought a When you a the enthusiastic positive approach
magazine. I asked him if he knew what it was. He towards what you are teaching the students, it is
told me, "yes it was a sport magazine." We began easier to engage understanding and at same time,
to have a conversation about s[orts. He told me he the child feels safe.
loved hockey and his favourite team was the
Pittsburgh Penguins. A Learning place is where students don't shut
down. A Learning place is where a student
I mentioned that there was a game that night wants to go to school every day to learn.
and he said yes that Pittsburgh was playing Detroit.
So I suggested that he watch the game and come
and see me the next day. The next dayJohnny
came to see me and I began to ask him about the
_,'ffi
game.
I asked him first who won the game. He told me it '',,j,.;
. ji*t.:I.:.
was 2 to 1 for Pittsburgh and that they won with a _. -i1
shot in the final seconds of the game. ,,1...'*i,;ffi

21. children, parents and grandparents must have
felt
Bo[e]t, lila[ooso that day. To this day these victims will not talk
ln RetrosPect of Learning
about or share their experience in attending
schools. This has blocked some of people in
continuing the education goals' My Mother
these
was
I
As I begin my second summer of my Aboriginal
Honours Bachelor of Education program, I begin to
against me leaving to attend high school
our.o**unity. How fortunate we now
schools in our communities'
outside
have
I
appreciate the hard work and effort it has taken
Aboriginal People to offer a University
taitored towards Aboriginals learning' lt
program
of
has taken I remind my children how fortunate they are to
attend school in our community and to share
a
I
a lot of effort for Aboriginals to challenge
Canadian Governments' White
the
Paper of 1969 (a
policy to eliminate the lndian Act, and Aboriginals
to be placed on equal footing as all Canadian
little of my Mother's and my experience of being
sent out to school. Once you were sent
school, you stayed there until the school
out to
year
to
I
ended. There was no way of communicating
citizens). your love ones and family members' There was T
iiatl" or. no news from home' Today, my children
Today I am grateful for the freedom as an
Aboriginal student to be able to determine my
course of studies' I look at my children's
own
current
still
have the privilege of the telephone and
better yet
the lnternet and instant messaging on internet
messengers.
I
educational needs in my community, and there
is a great deal of effort needed to close the 28 year
Today's learners have the advantage of technology
grpio be in parallel with the Ontario Provincial to help with their studies' In my Mother's
school standards. schooiing, it was chalk board, pencil and notebook'
of tn my eaily years it was the same as my mothers'
New initiatives are guiding us into better ways but there was typewriters and access to books
and
teaching our own people' The current Educational libraries. Today my children enjoy the use of
Gap stems from the resistance of former technology in their school' They are able to
access
neildential School students not allowing their a lot of information from the online libraries
and
children and grandchildren to attend school online database. The future learner will have
outside their communities' As history has taught greater access to books and materials' as entire
us, our parents and grandparents were
subjected
it Iontent of books and material will be available
to attend Religious Residentialschools, whereas online.
was an attempt to assirnilate orlp',ipfople to
', confofrn,to',fu rmqtn,s! earn,::--
,.,i-t i., ..::::...::..1.,:t:.:.::4,:ilit;r,..:
E r;
As I refleCt on my past educational experiences'
my
it l;. rtii.r::".;,,t.: .:l::1, :,:
Mother's, and my children's, I wonder what types
our people, the Government had future
To conform
(Roman of teaching methods and delivery does the
sanctioned the main Religious groups hold for our Aboriginal People? I have
great
Catholic and the Church of England)to educate our
optimism that New Aboriginal accredited
people in their ways. The children were forced to
University programs will be developed for our
:r..it+end residential school at a young age and were peoples. As time passes, the Canadian
the parents and communities:The only
Government will again introduce a Policy or Paper
They left their Parents, siblings
to try to relinquish our Rights, but by then our
peoples will be ready to challenge those
:, :, Governme.nt Policies.
t

22. Lakehead University
Honours Bachelor Education (Aboriginal) PI
All rights reserved. No part ofthis book may be reproduced, stored
in a retrival system or by any means, without the prior permission of
the publisher o6 in the case of photocopying or other reprographic
copying.
Copyright 2009 by Lakehead University Faculty of Education,
Aboriginal Education

23. I
I
t
il
t
t
t
t
LAKEHEAD UNIVERSITY
t
HONOURS BACHELOR OF
EDUCATTON (ABORtGINAL) P/J
t
955 OLIVER ROAD
THUNDER BAY ONTARIO t
P7B 5E1
t
I