Theme 11: Creating a Supportive Community Goal #3: Barriers preventing First Nations, Métis and Inuit learner success are identified, and removed by the school community.

Say good things. Think good things. Hear good things. Feel good things. Divide into groups and take turns introducing yourselves. Review the purpose and objectives of the workshop on summary sheet 1. Fill in what each key idea means to you and volunteers share their ideas with the others. Activity: Setting the Tone Activity: Introductions

Creating a Supportive Community Purpose: Understand that a lack of positive Aboriginal community support and non- Aboriginal community support is a barrier to FNMI learner success. Key Ideas: The honor of one is the honor of all in FNMI communities. Recognition of success within one’s community is critical for a healthy sense of self-efficacy. Non-FNMI people can make a positive environment for FNMI learners. Celebrating FNMI achievement can help build a supportive environment.

The Effects of Racism Forms of racism that affect FNMI people Verbal Abuse Psychological Abuse Low expectations/self-fulfilling prophecy Socially marginalized and/or isolated Denied professional support and/or attention Rules and procedures to facilitate failure Effects of racism on FNMI people Limits opportunities Blames the victim Leads to internalization of low self-worth Produces hostility Leads to early school exit Strategies for Change Acknowledge that racism against FNMI people is a problem Educational institutions must be accountable and responsive Incorporate anti-racism education in all educational institutions (staff and students)

Add to the lists of forms and effects of racism, as well as strategies for change and use stories of your own experiences to bring to life these examples. As you complete this activity, recognize your own assumptions and expectations about race. Activity: Racism and its Effects on FNMI Education

1.In preparation for the reading, predict what the article might say in regards to building a supportive community. Read “A Vision for Learning Beyond Testing and Choice” and note passages, insights and ideas of interest, keeping in mind: What questions emerge as you read the article? 2.Individually examine your questions, think about other readings you have done, and consider your predictions and assumptions prior to the reading. 3.Discuss the article in groups, in particular any questions you might have about the article. Groups are asked to answer the question: What did you learn about creating a supportive community? 4.Each group reports out to the others what they learned. Activity: Focused Reading

Working with Parents and the Community From Teaching the Native American by Hap Gilliland Not only is it important that the teacher know the community and the parents of the students, but the parents and other members of the community can contribute greatly to the success of the child's education if they are informed, if they understand what is being done and why, and,if they understand that their help and assistance are needed. An example of this involvement at the early childhood level is the "Natural Math" project at the Oklahoma Seminole Head Start programs. Math projects that involved the normal uses of math in the home, some of which were definitely related to the Seminole culture, were demonstrated and taught to parents of the preschool and kindergarten children, and the parents conducted these activities with their children in their homes.

Working with Parents and the Community (continued) Not only did this help the children learn math concepts, but it helped to make both children and parents see the relationship of what they were doing in school to their lives outside of school. A summary by Butterfield and Pepper of 100 research studies shows clearly that parent participation in the school in any form improves parent attitudes and be­havior, as well as student achievement, attendance, motivation, self-esteem, and behavior. As Grant and Sleeter have said, Complaints that Native parents show little interest in the education of their children have often been voiced by teachers and administrators. However, recent hearings such as those conducted by the Indian Nations at Risk Task Force...have proven that Native parents are keenly interested and have expressed a strong commitment to the educa­tion of their children as well as a great deal of apprehension about what will happen if their children do not do well in school… Parents are the strongest influence a child can have. If the parent demands school attendance and supervises homework, the child may adjust more readily to life in school.

However, many parents are unsure about how to help their children or influence the school. Most are very hesitant to take the first step in contacting the school. Therefore home visits and other approaches that get the parents involved in an ongoing way can have a great in­fluence on the success of students. Parents and other community members can be brought into the school to instruct the chil­dren in arts and crafts, community organizations, traditions, and the world of work, as well as helping with field trips, interest clubs, and other activities. They should be included in cur­riculum planning and in new teacher orientation. As the Indian Nations at Risk Task Force stated: Working with Parents and the Community (continued)

Often schools have failed to make clear to students the connection between what they learn in school and what they must know to live comfortably and contribute to society. Problems can be overcome through partnerships between schools and organizations that prepare individuals for careers and promote economic security. Partnership organizations can send specialists to help in the schools, offer services for students to participate in meaningful work, provide training, and promote a work ethic. Partnerships can also demonstrate the relationship between what is learned in school and what knowledge and skills are needed by adults. Parents, schools, and communities together can show young children that school and learning are important. Partnerships can reinforce the idea that every student is expected to complete school and to develop the skills and knowledge to become self-sufficient and to con­tribute to the development of independent communities. Working with Parents and the Community (continued)

Divide into groups and discuss the excerpt from Teaching the Native American on summary sheet 3. The groups then each create an artistic piece (using collage, paint, drawing, artifacts, etc.) that expresses the cooperative community supporting FNMI learners that they hope to achieve. Once finished, each group presents their artwork to the others and explains the imagery and symbolism. Activity: Artwork Action Plan

Reflect on your learning: “What are some ways you can begin to remove barriers to Aboriginal learner success in your school?” “How will you continue to develop a strong, supportive learning community for FNMI learners?” Consider these questions alone and then share your ideas with your groups. Volunteers then share their groups’ findings with the others. Alone, answer one of the following questions: “What will you take away from this experience that will influence the way you interact with your FNMI students and neighbours?” “Imagine yourself writing a message to yourself about removing barriers for FNMI learners, what might the letter say?” Activity: Reflection