1. Aboriginal Learners Acknowledgement: Danielle Mashon Cree Ancestry Saddle Lake, AB Dept. language and literacy UBC Acknowledgement: Danielle Mashon Cree Ancestry Saddle Lake, AB Dept. language and literacy UBC

2. Rita Joe, Mi’kmaq I Lost My Talk I lost my talk The talk you took away. When I was a little girl At Shubenacadie school. You Snatched it away: I speak like you I think like you I create like you The scrambled ballad, about my word. Two ways I talk Both ways I say, Your way is more powerful So gently I offer my hand and ask, Let me find my talk So I can teach you about me. I lost my talk The talk you took away. When I was a little girl At Shubenacadie school. You Snatched it away: I speak like you I think like you I create like you The scrambled ballad, about my word. Two ways I talk Both ways I say, Your way is more powerful So gently I offer my hand and ask, Let me find my talk So I can teach you about me.

3. ‘Image of the child’ “In traditional ways, Aboriginal child rearing was the autonomy granted to children…The unspoken aim of native traditions was to bring children up in self-discipline and self- reliance. Children were respected as contributing members of society at an early age” (Assembly of First Nations, 1989, 7).

4. Aboriginal worldview  Importance of Territory  Respect for Elders, Knowledge Keepers  Tradition of Ceremony  Importance of Language  Significance of Family and Community  Importance of Territory  Respect for Elders, Knowledge Keepers  Tradition of Ceremony  Importance of Language  Significance of Family and Community

5. Cultural Communication  Concept of Time  Importance of Humility  Role of Cultural Tradition  Role of Protocol  Encouragement to Listen  Use of Non-verbal communication  Respect for Silence  Concept of Time  Importance of Humility  Role of Cultural Tradition  Role of Protocol  Encouragement to Listen  Use of Non-verbal communication  Respect for Silence

6. Did You Know That…  Speakers of Aboriginal languages often speak in softer tones?  Aboriginal listeners may be very sensitive not only to what is being said but also how it is being said?  The pause time for non-aboriginals tends to be 2 seconds but for Aboriginal Peoples, it tends to be 4 to 5 seconds?  Generous wait time has been shown to increase the length and quality of Aboriginal student responses?  Speakers of Aboriginal languages often speak in softer tones?  Aboriginal listeners may be very sensitive not only to what is being said but also how it is being said?  The pause time for non-aboriginals tends to be 2 seconds but for Aboriginal Peoples, it tends to be 4 to 5 seconds?  Generous wait time has been shown to increase the length and quality of Aboriginal student responses?

7. Some Strategies  Clearly demonstrate an appreciation for diversity in the classroom.  It helps when the teacher becomes familiar with the community and brings resources and Elders from the community.  Ask the District Aboriginal Community Liaison Teacher to visit the classroom and present a lesson or work with the class.  Clearly demonstrate an appreciation for diversity in the classroom.  It helps when the teacher becomes familiar with the community and brings resources and Elders from the community.  Ask the District Aboriginal Community Liaison Teacher to visit the classroom and present a lesson or work with the class.

8. Some Strategies  Do not assume that Aboriginal students know their culture – they may not know and become embarrassed.  Get to know each individual student – check page 22 of the.pdf “Aboriginal Kids” posted on the blog for some ideas.  Be sensitive to culturally sensitive language (e.g. Redman, Redskin, Half- Breed, Indian, Squaw, Tribe, etc.)  Do not assume that Aboriginal students know their culture – they may not know and become embarrassed.  Get to know each individual student – check page 22 of the.pdf “Aboriginal Kids” posted on the blog for some ideas.  Be sensitive to culturally sensitive language (e.g. Redman, Redskin, Half- Breed, Indian, Squaw, Tribe, etc.)

9. Classroom Resources  District aboriginal community liaison teacher  Aboriginal families  Aboriginal community organizations  School District Resources (e.g. Delta School District)  B.C. Ministry of Education resources (e.g. ‘Shared Learnings’)  Alberta Education Resources (e.g. ‘Our Words, Our Ways’)  Manitoba Education resources (e.g. ‘Aboriginal Perspectives’)  District aboriginal community liaison teacher  Aboriginal families  Aboriginal community organizations  School District Resources (e.g. Delta School District)  B.C. Ministry of Education resources (e.g. ‘Shared Learnings’)  Alberta Education Resources (e.g. ‘Our Words, Our Ways’)  Manitoba Education resources (e.g. ‘Aboriginal Perspectives’)

10. Relevant Curriculum subjectresource drama Storytelling, dancing, drumming, play English Language arts Books, storytellers, labeling, Indigenous language Math Environment: counting, labeling, seasonal calendar Music Drum, song, dance, Indigenous language, invite guests Physical Education Traditional games, environment walk/run Science Traditional foods and food prep, plant uses; environmentalism Social Studies Traditional territory and culture, guest speakers, critical use of texts Visual arts Field trip (MoA), dance, regalia - masks/dress/button blanket,

11. 7 Generations Before Us 7 Generations To Come As Long As the Rivers Flow

12. Dr. Jan Hare Presentation  Communication needs of Aboriginal Children and Families Communication needs of Aboriginal Children and Families  Dr. Jan Hare has generously agreed to give presentations in the First Nations House of Learning.  Monday, November 8 th 9:30 –11:00 AM and 1:30 – 3:00 PM  Communication needs of Aboriginal Children and Families Communication needs of Aboriginal Children and Families  Dr. Jan Hare has generously agreed to give presentations in the First Nations House of Learning.  Monday, November 8 th 9:30 –11:00 AM and 1:30 – 3:00 PM

13. Exit Slip Request from Dr. Jan Hare  As a teacher candidate, encouraged to integrate Aboriginal content in your planning and teaching, what kinds of knowledge and learning experiences would you find helpful to achieving this goal?  As a teacher candidate, encouraged and in some instances required to integrate Aboriginal content in your planning and teaching, what kinds of resources could the teacher education program provide to help you be successful in this goal?  As a teacher candidate, encouraged to integrate Aboriginal content in your planning and teaching, what kinds of knowledge and learning experiences would you find helpful to achieving this goal?  As a teacher candidate, encouraged and in some instances required to integrate Aboriginal content in your planning and teaching, what kinds of resources could the teacher education program provide to help you be successful in this goal?

14. Works cited Assembly of First Nations (1989) Report of the National Inquiry into First Nations Child Care. Ottawa, ON: Assembly of First Nations, National Indian Brotherhood. The Aboriginal Kids in My Class. Delta School District Youth Program (May 11, 2007). Shared Learnings. B.C. Ministry of Education (2006) Our Words, Our Ways. Alberta Education (2005) Integrating Aboriginal Perspectives Into Curricula. Manitoba Education and Youth (2003) Assembly of First Nations (1989) Report of the National Inquiry into First Nations Child Care. Ottawa, ON: Assembly of First Nations, National Indian Brotherhood. The Aboriginal Kids in My Class. Delta School District Youth Program (May 11, 2007). Shared Learnings. B.C. Ministry of Education (2006) Our Words, Our Ways. Alberta Education (2005) Integrating Aboriginal Perspectives Into Curricula. Manitoba Education and Youth (2003)