Guiding Principals to consider...

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Here are some guiding principals to think about when interacting with Indigenous education. 

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The 5 R’s 

1. Respect 

2. Relationships

3. Reciprocity

4. Responsibility

5. Reflection

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These 5 R’s are an avenue to meeting each other mid-way. As an educator we are tasked with so many different external factors that affect our teaching practice. Why did I choose to be a teacher, Why do I show up to schools day after day, Why does what I think matters?  How do my own thoughts, feelings, and beliefs permeate into our classroom spaces - if we remember the answers to these questions - we can foster meaningful relationships. 

 

Reflection is last in the list because it is a powerful tool,  to help make change or make a difference in the lives of students. We can reflect about our responsibility as an educator, we can reflect if reciprocity is something we practice, we can reflect on the relationships in the classroom - Am I making an effort to have a positive relationship with these students and their families whom they are attached to?  We can reflect on respect and if it is imbalanced or not. Maybe our definitions of respect are different but I can’t assume that my definition of respect is the correct one.  Reflection is an important tool to have to maneuver year in and year out.

 

I am reflective because it allows me to find space to improve in my practice.  I am not my practice but the success of my practice is dependant on my ability to reflect on what is working and what is not working. 

 

Actions always speak louder than words. ​​

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I can be respectful to all who enter the classroom space. 

I can creating positive relationships with all who enter the classroom space. 

I can practice reciprocity with all who enter the classroom space. 

I can be a responsible educator to all who enter the classroom space. 

I can reflect on my teaching practice on a regular basis to be an effective educator to all who enter the classroom space. 

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A classroom space is shared and it’s important to all who enter the space. As humans, we all want to be included. 

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Being included is not teaching about Indigenous plants because someone in the class is Indigenous - instead create a thoughtful conversation about local Nations and local plants.  Make connections to the surrounding landscape. 

*Note: not all Indigenous students have an interest in Indigenous plants. 

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It's important not to categorize Indigenous education or students into one stream of thought.