Reflection Two

By: Assumpta Smallwood

When I first heard we were studying indigenous culture in schools, I was very reluctant. I

thought it was going to be a topic on how to be respectful to one another. However, I was

wrong. I was surprised how interesting it was. In this reflection I would like to address my

reaction to Indigenous values in the classroom, and my experiences and how they relate to the

Alberta Teachers Association Code of Conduct.

The brief definition I gave for the ATA, Alberta Teachers Association, was a series of policies and

protocols that protect the student and teacher. These policies help define how various

situations should be handled and addressed. During the group activity we reviewed various

situations and argued what specific number of the code of conduct best fit each scenario. While

viewing the provided situations, I found a connection with number two. The second situation

elaborates, if I were to receive several emails concerning unfair marks on an assignment, what

would be my best course action, what code of conduct does this relate to, what perspectives do

I need to consider and what makes this scenario challenging? I feel my best course of action is

to address the student’s needs. This relates to the second code of conduct, “The teacher is

responsible for diagnosing educational needs, prescribing and implementing instructional

programs and evaluating progress of pupils.” If these students failed to understand the material

that is a reflection on me as their teacher. Most of my professors in university would not care to

think about the students needs. If half their students failed their course, they would view it as

an achievement. If no one has received above an 70% in the class they would say to the

students, only God gets As, or don’t expect to succeed in this course. However, my music
theory professor took another approach. If majority her students were failing to understand the

content, she would repeat the chapter. She would address the class stating, this is not your

fault but mine. If most of you are failing to understand the chapter that is not a lack of your

knowledge but a reflection of my teaching. As a student, this act made me feel appreciated. She

saw the potential in all of us to succeed and implemented it by following the second code of

conduct. My professor gathered all the material to address our needs as students to

successfully learn the concepts. It felt like she cared more about our learning than gathering a

pay cheque. She demonstrated carness by catering to the class needs.

My theory professor taught me that students can succeed with the right approach. I would like

to take these concepts, along with Audrey Wessel’s concept of the gift into my classroom.

From our module this week, we addressed Indigenous perspectives. Audrey Wessel discussed

indigenous communication and knowledge. She said that community has a major role in

indigenous culture. You need to know who to see for your needs. These needs might include

seeing a healer or dream reader. But addressing these professionals, is not the same as seeing

your doctor. Your doctor is aware you have only come for assistance. Audrey Wessel stated that

in indigenous culture there is a respect and tradition to address helpers. You have to build a

relationship with these individuals. Cherish the person and not the gift they obtain. Not just

thinking of them as a tool but a friend. I think this would be great in the classroom because it

would teach students to not take advantage of one another. Treat each other with respect and

kindness. Looking back on my years in middle school I found myself as a tool for my classmates.

My classmates would take advantage of my knowledge in math. My pupils would copy my

homework, ask for help and wanted to be in group projects with me. Although I sounded very
popular, none of these classmates would sit with me at lunch. They knew very little about me

and did not seem to care. They only wanted my help to pass math. If I had this concept of

valuing the person before valuing the gift, that would have created a much more positive school

environment for me. As a teacher, I would not want my students to feel this way or act as my

previous fellow classmates. I think it would teach students manners and respect for one

another. I think it would not only bring awareness of indigenous culture, but an inclusive

classroom. I wonder, how could I implement this in a classroom? Are there methods you

suggest?

I also wonder if teaching indigenous music might be a great strategy to teach indigenous

culture. I think teaching my students songs from indigenous tribes would help them appreciate

the native society. This would teach them the language and stories. As a music major I

understand how powerful music can be in children. When I volunteered for Kindermusik I

witnessed children from age one to six learning sight and motor skills through music. Music is a

form of learning. I think native music from several cultures could teach them the concept of

tradition and community that Audrey Wessel discussed. I wonder what you think. Is it possible

for students to respect indigenous culture through music? How would you address this in a

classroom? How should I address this in a classroom?

Overall, I feel my reflection addresses how I want to create a respectful inclusive classroom

environment that exudes caring and kindness. My little knowledge of indigenous studies made

me spectacle of this week’s topic, however I realized how crucial it is to teach. The indigenous

values we studied even correlate with the ATA. Such as respecting the students and your fellow
teachers. Do you have any books you recommend? I would like to read more on indigenous

studies and how they have been placed or taught in schools today.