Week 5 Reflection

#5- Applying Foundational Knowledge about First Nations, Métis and Inuit
April 8-12, 2024
Grade 5, Mike Mountain Horse Elementary School
Megan Anderson

Throughout my time at Mike Mountain Horse, I have been able to collaborate regularly
with the other grade 5 teachers. One of the grade 5 teachers (I’ll call her Mrs. L) focuses on
Indigenous education being integrated into every aspect of the curriculum. This teacher is Metis
and uses her knowledge and experiences to educate all students. The opportunity to learn from
her was not lost on me.
Every Thursday, the grade 5 team uses a two-hour block of time to do “switches”. These
are specialized classes where one teacher will prepare a half hour lesson and teach that lesson to
each class with the students rotating classrooms. By the end of the two-hour block, the students
have completed four lessons from four different teachers in specialized fields. My TA teaches
French class, and Mrs. L teaches Blackfoot. I am so thankful that she has the support from the
administration and her fellow teachers in this endeavor. There are many First Nations and Metis
students in the grade 5 student body, and this inclusion of their language and culture has
increased understanding and sensitivity to cultural differences from non-FNMI students.
During these switches, Mrs. L teaches students the Blackfoot language as well as songs
and games that originate with the Blackfoot people. I asked one of the First Nations students in
my class (I’ll call him B) if he enjoys the Blackfoot lessons. He told me that it’s one of his only
classes where he feels like he knows all the answers. He said he likes to share his experiences in
drum circles with his class, and he can always read what the teacher writes on the board. B is a
member of the Blood tribe, he lives on the reserve, and his parents speak Blackfoot at home.
That means that when he is at school, he is learning English as a second language. He struggles
with some of the expectations placed on students, and often feels like an outsider in our class.
When we join with other classes for recess, gym, or music, he tends to gravitate towards the
other FNMI students. Because he takes the bus from Kainai, which picks him up very early in
the morning, he is often exhausted. If the weather is bad, he misses school because the busses
aren’t running. These obstacles are present for him, but not for the other students in our class.
The most pressing obstacle I have noticed is his reading. Mike Mountain Horse has
started a One Book, One School project. As a school, we are reading Charlottes Web. Students
are expected to read at home with their parents (or other family member or friend), and the next
day there will be trivia questions and prizes. My first thoughts went to B. He already struggles
with his reading because his family speaks Blackfoot at home, but now he won’t be able to
participate with the others in the class. I asked my TA what he suggests we do for these students,
and he had already discussed with the other grade 5 teachers about sending home a link to the
Charlottes Web audiobook. This way, even if his parents can’t read to him, B can follow along
while the story is being read to him. These are accommodations that were made with all EAL
students in mind.
Including a class specifically geared at educating students on the cultural practices of
FNMI, makes these marginalized students feel understood and included in their educational
experience. Mrs. L firmly believes that most unkindness between students is based on ignorance.
If we educate students, they are more likely to recognize and appreciate these differences as a
crucial part of the cultural tapestry in Canada.
 Being a sociologist and a social studies education major, I recognize the importance of
studying every culture and the contributions they make to society. I have studied the effects
sudden cultural change has on marginalized groups, and I recognize the place of privilege in
which I live my life. Because of this education I have received, I have always tried to incorporate
indigenous knowledge and history into my lessons. However, learning from Mrs. L has helped
me to understand the importance of creating deep learning opportunities connected to authentic
experiences rather than allowing my lessons to feel performative. It is not enough to simply
connect a curricular concept to basic Indigenous facts. Rather, my lessons can support students in
understanding the perspectives and experiences of their peers. Additionally, this new
understanding can foster respect and admiration while students learn the history, culture, and
contributions of the First Nations and Metis peoples. I am so thankful to have had the
opportunity to learn from Mrs. L and my TA regarding inclusion of FNMI students. There are so
many teachers with first-hand experience of the issues facing FNMI people, and it is our
responsibility to make sure our students receive a holistic education from authentic sources.