Indian Residential School History and Dialogue Centre, Learners' Walk, Vancouver, BC, Canada
“T I did an Inquiry unit on community helpers (and started with Elders). Then I did school community, and started with the custodial engineer – need to build respect and appreciation for these helpers. Everyone wrote a letter to a community-helper and wrote a thank-you letter. Community was very connected to the environment.
“K Involving parents in the classroom through participation in field trips, as guest teachers, and also through involvement in “celebrations of learning” is a great way to foster connections, increase understanding of the classroom community, and to build pride all around. Family relationships help to build a sense of belonging and community, and strengthen everyone’s support network. By involving parents in the 2 field trips I organized, I watched as the parents bonded amongst themselves, enjoyed a special experience with their child, and grew to understand and have more empathy for the class and teachers.
“O We did a whole-community approach (stayed outside and talked to families every day outside after school). Difficult discussions are made easier by building trusting relationships and involving parents. Having parents “see” or “witness” the class is important. Bringing in grandparents (Jo Anne Archibald), recognizing culture and history, and making space.
“J Gratitude circles – sharing circles (used a talking stick) every Monday morning and Friday at the end of the day. Jasmine put a question prompt. This supported students who often didn’t talk, and they felt safe and happy to share. Participation was voluntary. Students can express themselves, and also practiced being a listener. Being an active listener is part of being in a community.
“M We did outdoor learning every Thursday which involved teaching and learning about respecting the traditional lands of the Sḵwx̱wĂş7mesh (Squamish) and SÉ™lĚ“ĂlwÉ™taĘ”/Selilwitulh (Tsleil-Waututh) peoples. At the beginning of the year, we talked about who the land belongs to, how we came to be on it, and how we too share responsibility of taking care of the land along with its traditional stewards. This was reinforced throughout the year, in the classroom and outdoors.