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Bridging Indigenous ways of being, create a more balanced view-people know in their head but they don't embrace it in their heart.
Songs-we can create-connect dance, regalia, berry picking songs etc.
teach children how to think not what to think-let the students curiosity drive them to learn more of certain topics to explore that they are interested/curious about and build curriculum around their interests.
How do we ensure our elders and knowledge keepers are properly looked after when they come into our classrooms?

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A: Adrienne
B: Celeste
C: Laura

- How can we teach students that making mistakes is part of the learning process, especially when we as adults do not always embrace our mistakes?
-How do we model to students when it is ok to laugh at your mistakes? What could the implications of laughing at your mistakes be in a classroom environment?
- How do we incorporate Indigenous ways of being and knowledges into the classroom on a daily basis? (Doing your own research, looking for resources)

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A. Anna
B. Emily
C. Shelly
Important that Ss are exposed to Indigenous issues. I never learned anything meaningful about Indigenous Peoples because it wasn't part of the curriculum.  If children have knowledge at the elementary level, it will help them become curious and want to learn more. Videos / documentaries might be helpful but the topics might be too heavy for younger children. Maybe shorter videos for younger children. Indigenous art could be useful too. Bring in fun outdoor activities that would help them connect. Eg. storytelling outside. Fun activities/ worksheets (ie. crossword puzzles). Grades 6/7 might be okay with heavier topics. Maybe age 20 would be more appropriate to introduce difficult issues. It might be too hard to grasp. The trauma might be too difficult to digest. It's important to expose Ss to negativities but I'm not sure what an appropriate age might be to introduce these topics. At an early age, grade 2/3, which aspects of Indigenous culture can we expose to the children? Is it safe to introduce residential schools?  Maybe children's stories about residential schools, ones that aren't too heavy. Teachers should have resources: how to cope with these situations. Picture books might be good. At the beginning, introduce positive things about the culture to help Ss connect to the culture before introducing heavier topics. The language as well. Greetings and introductory words. Another approach would be through collaboration. Group work. Talking circles. Ss are not working independently. Ss can help each other and share. Opportunities to express their feelings in lower stakes situations like smaller groups. Help Ss build confidence to speak in larger groups.

# data[].attributes.body
A. Laura
B. Celeste
C. Adrienne
- How can we ensure students are being seen and receiving the help they need?
- Some students do not want to be called on in class, so they may need another way of communicating their thoughts
- What type of tool would we use instead of calling on students individually?
- Build relationships with the students, maybe ask the to write down a thought and put it on your desk
- Multimodality and different forms of assessment to make students feel more comfortable
- Ensuring students are learning productively
- Is not calling on students detrimental to their learning?

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Students may not seem like they are struggling, but may get left behind like Ricardo. How can we see how students are progressing in all subjects and can we be more supportive? Educators have a lot of BIG ideas, but some students may not feel engaged if they aren't being represented within the classroom's teachings.  How are the student's perceiving this information?

For Example: "How can engage young student's in Truth and Reconciliation?" Angela wants to be more mindful about finding authentic (Indigenous) research and resources.

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Wondered about all the time and resources spent doing Christmas/Halloween at schools (Crafts, concerts, activities. But teachers didn't do much for other big days or holidays.

As a teacher wants to see who decides how much time and resources get puts into certain holiday related activities. Can more time be put into other important days and times during the year?

Including a greater emphasis Indigenous activities in the classroom and school wide - does the classroom teacher decide this or other administration in the school? As a teacher do I have the agency to do only "this much for Halloween, and this much for Christmas" to reallocate resources (funds, time) for other important days/times during the year? (ex: Indigenous related days)

How do we change the culture --  increasing time and resources spent on including Indigenous ways of learning around the classroom and school. Why aren't we evening out our resources - time and money - on other important days/holidays/times. Level the playing field, less time and emphasis on "mainstream holidays"

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Jessica DM (person A), Jessica N, Angela

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Jessica DM (person A), Jessica N, Angela

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How are teachers actually creating inclusive environments? Make sure students are seeing themselves in their learning? Who is being represented in the course readings? Jessica wants to decolonize her thinking about teaching. Jessica's inquiry has changed in this class and in this program because it has broadened the possibilities of what education could be. Diversity goes beyond cultural diversity and includes accessibility and so on. Inclusivity needs to actually be practiced and not just said.

# data[].attributes.body
A: Celeste

B: Laura

C: Adrienne

-How can we integrate knowledge and learning that we are not confident about into the classroom (ex: oral storytelling, song, artistic learning)?

-Learn from other teachers, collaborate with other teacher who are confident, sharing knowledge

-Multi-modal ways of learning, she feels confident in written but not as strong speaking.

-Allowing the students space to reflect on their thoughts through writing, skits, music. Creative freedom.

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A: How to make safe spaces in class with students of so many different needs?
A: How to build/encourage agency in children?
B: How will you know if the kids have it? How to recognize this in your class?

--> Look if children are expressive with teachers, free to talk
Quiet class vs noisy class, rigid class management... will it promote agency in class?

# data[].attributes.body
A. Shelly
B. Anna
C. Emily

How do you get students engaged in topics? Engaging because they want to not because they have to. Sparking genuine curiosity.
-Personal stories
-Story telling
-Watching documentaries
-Internet as a tool to connect with other students around the world
-Creating spaces and opportunities for natural relationships to build
-Meaningful conversations between students that happen through being in a space over time that allows for natural conversations (without teachers prompting)

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A: Teaching Pedagogy includes storywork, speaks to me as an educator.  Indigenizes curriculum for self and other teachers.  Storywork helps students relate to what is being taught.  Indigeneizing activities such as using compare and contrast timelines and include what was happening in the local area while comparing with Egypt for example.  When this was happening in Egypt, this was happening in our community.  I incorporate language often first time, I share the word and the meaning, the second time I use it, I ask them what it means, after that I continue to use it without explanation or questioning.
My passions are language and and Indigenous Storyworks.  They have a big place in my classroom.
Question: How do I utilize them (my passions) more effectively across all subject areas of the curriculum?

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A. Emily Lytle
B. Shelly
C. Anna
Making sure that there are things in place so that parents and guardians feel like they can talk to their children, possibly answer questions if they are bringing in conversations related to heavy topics. Another way to put it is creating a safe space for discussing sensitive topics at home and school settings. The role of a school counsellor comes into play here; they can support the students emotionally. One example that came up was the Haida Gwaii culture. People feel connected to their community (roots).

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A: Scott Meech
B: Milayla O'Brien
C: Rameeza Jailani

A: Wondering about levels of discipline where a student is putting another student in harms way.  What can we do to create a safe classroom?

B: Are you thinking about appropriate consequences within the context of classroom?

A: When a harmful situation happens in the classroom, what is the appropriate discipline/action is required of me of as teacher?

B: The discipline has to be age appropriate?

A: Different kids are at different levels so younger kids may not even realize the impact of their action.

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-How are teachers incorporating different language learning resources in the classroom?
- Using inquiry to guide what you are teaching in classroom- finding resources, recording information
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