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I would create a land acknowledgement that uses student friendly language. This can be done by co-creating the land acknowledgement with the students.

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I would create a land acknowledgment using student friendly language. Doing this would allow the students to better understand what they are reading or listening to. I believe this small change can drastically impact the effectiveness and intentionality of a land acknowledgment within school settings.

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There are a few things I would add/change about the land acknowledgement at my practicum school:

1. I would change the timeline of when it is said. Currently, the land acknowledgement is read and directly after they play the national anthem. I find this to be contradictory.

2. I would add a moment of reflection after the land acknowledgement is read. Students can be prompted to think about the land they are standing on, what the land does for them and how they can help our land.

3. I would have a lesson about why we have the land  acknowledgement. On multiple occasions I have heard students ask why they have to stand for it, however, it has never been explained to them. They are just told it is respectful. I think if the school talked about the meaning behind it, the students would be more inclined to listen and reflect about it.

4. I would change it to a co-created one instead of the generic TDSB one. This would make the land acknowledgement have more meaning for the students and the school as a whole.

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While my practicum school does recite the land acknowledgement every morning, I do think they're some aspects I would add to it so that it is beneficial and listened to by all students. For starters, a lot of children struggle with understanding what the land acknowledgement is. I think simplifying the land acknowledgment so that all students are able to understand it would be more beneficial. My practicum school also allows students to pick a prayer and each week students from one class have the opportunity to do so over the announcements. I think that also incorporating this strategy with the land acknowledgment can be beneficial and allow students to gain an understanding of why we say the land acknowledgment and why it's important. It allows students and educators to have a conversation about the land we resign on and truly understand the meaning behind land acknowledgments.

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Land acknowledgements should be posted in the classroom in student friendly language. There can be notes on synonyms of words, words in another student's language. Making sure that it is made visible for students to be able to refer back to. We demonstrate how to be respectful during a land acknowledgement and ensure student's are following.

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I would keep many aspects from the land acknowledgement. What I would change is some of the wordings. I have seen that some students find the land acknowledgement to be confusing. This is especially the case for the younger grades. As such, I will co-construct the land acknowledgement with the students. I can explain what the specific parts mean in a way they understand. They can then use this knowledge to work through the rewrite as a class.

I see this to be beneficial because all the students will understand then, what is being said while this is on the PA system. I wonder what the point of playing the acknowledgement is, if people do not understand it. I think there is a way to still remember and honour the Indigenous People, while at the same time do it in a way students will understand.

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I would make the acknowledgement accessible in different languages, depending on the student and their needs. I think its important for every student to understand the land acknowledgement. Also, I think it should be posted in the classroom, just as classroom rules are posted. Land acknowledgement should be at eye level for students so they can be aware of it and be reminded of it during their time at school.

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I would make the land acknowledgement more visible for the students. Perhaps making it visible at the entrance of the school or making it visible in the classroom for the students to be more aware of.

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I would love to add personal touches for each class or each school. Prompting questions such as "What does the land mean to you? How does the land give to you and how can you give back to the land?" or "What is our responsibility to the land we live, learn, work, and play on?"

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I would create the land acknowledgment with my students using student-friendly language so that they can have a better understanding of the meaning and feel more respectful and relevant to them. Then, post it under the TDSB school version.

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At my school I noticed the first day when students did not give importance and respect to the land acknowledgement compare to the national anthem. I think it is because the teacher was moving and walking around the classroom and the student were trying to settle down to sit at their tables. The reason to this is that everyone needs to know the meaning behind land acknowledgement and how you can approach it. For example, creating a lesson plan about land acknowledgement and engaging students to know the meaning behind it which will help them to build respect.

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I think one thing I would like to add to land acknowledgement is using student friendly lesson. My school goes from k-8 and I think some of the language is too advanced for the younger grades. I think taking the time to co-create a land acknowledgement with the younger grades using language they understand will help them comprehend exactly what they are standing for.

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Something that i've been learning is that it's important to do things with intention, and not just to check off a box. With this being said, something that i think would benefit the school and my practicum class is to have them sit down and break down the land acknowledgement. By doing this, students can see first hand the words being said and try to understand why we do and say these words every morning. From there, i think students can reflect on what it means to them.

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I would explore with the students exactly what land acknowledgments are meant to acknowledge and then I would work with my students to create one that is meaningful to our classroom community. By involving the students it holds them accountable for what they add to the acknowledgment and makes it more real for them instead of just being asked to listen to one that has already been created by somebody else.

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I would co-create a land acknowledgement with my class that could possibly be read during morning announcements and would inspire other classrooms to do the same.

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Since I am kindergarten, I don't even hear the land acknowledgement because the children are usually outside at the time. I would make it so when we go inside to do the morning meeting, we read a personalized land acknowledgement.

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I would make the land acknowledgement at my school practicum more personalized instead of the standard one. Students can co-create this with the teacher, and each day a slightly different land acknowledgement can be spoken over the PA system.

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In my practicum school, the land acknowledgement is said daily before  the national anthem plays over the PA system. Students are asked to stand for both the land acknowledgement and the national anthem to show respect. Something that I might want to introduce could include branching off the school wide land acknowledgement itself, and have teachers and students create their own land acknowledgement that is personal to their classroom community. That way, a different land acknowledgement could be spoken over the PA system daily that provides personal ties to the students and their classrooms.

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I would add to the land acknowledgement by making it more personal by getting student and staff to cocreate one based on the tdsb land acknowledgement each year. This way students and staff would feel a deeper connection to it and relate to it better.

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Land Acknowledgement - Chantal Ghem Mendoza

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Land Acknowledgement - Chantal Ghem Mendoza

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In my school practicum, land acknowledgment is usually briefly mentioned during the announcements right before the playing of the national anthem. However, I would recommend that land acknowledgment be part of the whole school day, not just for a minute in the morning. I would like to include a physical land acknowledgment statement in the classroom for students, teachers, and families to appreciate. I would also have the students engage in daily stories that cover significant issues and challenges faced by the indigenous community (this can be at the end of the day to wrap up the daily learning experience).

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Additions to Land Acknowledgement - Joseph Trinh 

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Additions to Land Acknowledgement - Joseph Trinh 

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Beyond the intial message of land acknowledgements, I think it is important that we would take the time to discuss its intention and reasons why it is acknowledged every day so that we continue to be mindful of its importance to teachings and our classrooms.

I would like to include a question, a story, or an inquiry for a lesson for students to really think of both the histories of Indigenous peoples but also to the importance of land recognition and efforts of reconciliation with groups that have been historically opposed.

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Land Acknowledgement - John Chanmin Park

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Land Acknowledgement - John Chanmin Park

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It would be great to have a small language and cultural teaching every morning to provide information on some cultural practices and teachings of the local Indigenous peoples. This can help to promote an understanding and appreciation of Indigenous culture and ways of life.

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I would want the land acknowledgement to be played separately from the national anthem because I feel that they contradict each other and the purpose of the land acknowledgement is not fulfilled when O Canada is played right after. As well, make the land acknowledgements more student-friendly so that younger students can relate to what the meaning actually is and why we recite this acknowledgement every day.

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- Have students create their own land acknowledgement and why they are thankful for the land and how they use the land
- Co-create a land acknowledgement with the class
- Learn about indigenous knowledges and teachings at the beginning of class
- Watch interesting videos about Indigenous peoples' contributions to society, such as art, music, dance, or brining in Indigenous stories or news

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- having students make their own land acknowledgement and each morning announcement have a student share theirs.
- a land acknowledgment that relates to that specific TDSB school on where they are situated upon- connections with the school.

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A more personalize land acknowledgement instead of the standard TDSB version. Perhaps ask classes to co-create one and read each one on a cycle in the morning.

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-including Indigenous concepts/ideas in content (for example birch bark biting in math class)
-bringing in Indigenous stories or news in the morning after the land acknowledgement
-introducing Indigenous artists and musicians everyday (maybe playing their music at lunch or snack)

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Land Acknowledgments: Camryn, Christine, Shi Pu

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Land Acknowledgments: Camryn, Christine, Shi Pu

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-make it more personalized by having the teacher do it - will also make students more focused during acknowledgments
-speak more to the history
-enrich by including Indigenous music, videos, or guest speakers

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Land Acknowledgements: Julia and Alyshia 

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Land Acknowledgements: Julia and Alyshia 

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Relating the land acknowledgements to the students of the school- changing it weekly and having students do the acknowledgments. Putting a personal touch on the acknowledgements.

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History of the land and any related treaties.
Names of living Indigenous people from the community we are part of.