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Aboriginal Education in Canada

Rebuilding Through Education: A Conversation With First Nations Educator Troy Hill

The ETFO magazine ETFO Voice has done an article on one of our own First Nations educators, Troy Hill.
Click on the link to read the article from the original source or continue reading the article (in full) below:

Rebuilding Through Education: A Conversation With First Nations Educator Troy Hill

You gave a presentation at the ETFO Solidarity Study Group last year. What was your presentation about?

During the presentation, I talked about sharing knowledge about First Contact between European and First Nations people from an Indigenous perspective with students. My intention was to encourage teachers to engage with knowledge from our people instead of just about them – since these perspectives are often left out of the history that we teach our students. I talked about how we develop critical thinking about First Contact with the classroom and share Indigenous perspectives. My goal was for teachers to take away hands-on lessons they could easily incorporate into their teachings regarding our people.

I know that you came to teaching later in your career. How did you decide that teaching was what you wanted to do?

What inspired my journey towards a career change was meeting my father and knowing that for 30 years I had misplaced blame for my experiences. This meeting also inspired me to pursue my education. Through the Indigenous Studies Program at McMaster University, I learned more about the history of colonization of Native people and the impacts of residential schools over the generations, and this helped me explain and contextualize my own story. Armed with this knowledge, I wanted to both heal myself and share what I had learned from our old people and fluent Mohawk speakers with students in the education system. The education system benefits so much from obtaining the perspective of Native people.

How can teachers incorporate Aboriginal traditions/learnings into their classrooms?

Teachers can continue bringing First Nations knowledge into their classrooms by thinking critically about topics like First Contact, acknowledging who has written many of the history books, and embracing Indigenous scholars, Contemporary North American thinkers and what I call Turtle Island pedagogy. There are many perspectives from our people and picking up a book, an article, a simple local Indigenous news-feed on the Internet could integrate critical thinking into a classroom. Going further than teachings, I strongly urge school boards to seek out Native teachers to employ within their schools. And of course, keep developing your Indigenous portfolios by signing up for teachings through ETFO or Indigenous educational conferences.

Do Aboriginal students have different needs than non-Aboriginal students? If so, how can teachers take these into account in a classroom?

Yes, we do have different needs. Fortunately, we are arriving at a place where this question is being asked. We are every statistic calculated for limited success in education, i.e., health, socioeconomics, structural organization, lack of resources, I could go on and on. Basically Native students are the most likely to be pushed out of the education system, and where I have seen true success is where there is true representation of our people as teachers. Students need to touch, feel, see success; they need to see someone like them, coming from the same place as them to be successful. Asking the question “Do Aboriginal students have different needs” is a perfect place of recognition and a good starting point. It is important that teachers promote a safe environment for self-identification of our Native youth, making space for the First Nations students in your classroom to take pride in who they are and researching together to educate one another on the specifics of a child’s nation.

What are your challenges as a Native teacher?

Native people are arguably 3 to 5 percent of the population of Canada, and just as there could only be one or two Native students in the classroom, there are even fewer Native people in the staff room. Because we are such a small percentage of the overall population, and due to the underlying educational attainment factors, our people and our pedagogy are even more scarcely represented in the staff room. More Native teachers in the classroom would lead to greater sharing of differentiated knowledge. We are neighbours living side by side going down the same river as demonstrated in our Two Row Wampum.

We are at a beginning point in our relationship. We must remember that it was education that was the separation point, colonization and residential schools. Now we are both healing, beginning to listen to one another’s stories, our histories, and our relationship. As tough as it is for a Native student, it is the same struggle along this journey for our Native teachers.

I love what I do and feel fortunate for the opportunities that have been given to me. My hope is that we continue on this path of healing and listening and learning. I am grateful for this opportunity to speak from the perspective of a Mohawk man, a perspective that has been silenced for 30 years. So although my challenge as a teacher may be the same as our students’, my hope is that our students continue to get their voice back and I am feeling and seeing it happen each day.

Are there resources that you would recommend to teachers?

Having our people teaching in the classrooms and at every PD day is essential – people are the best resources. Check out GoodMinds.com, a Native-owned and operated business that features educational resources for schools, libraries, and the general public, for grades from kindergarten to post-secondary. They are located in Six Nations of the Grand, Ontario. As for book recommendations, have a look at Giving Thanks: A Native American Good Morning Message by Jake Swamp, illustrated by Erwin Printup. This read-aloud book is based on the Thanksgiving Address of the Iroquois people and reflects the Native American tradition of greeting the world each morning by giving thanks to all living things. I would also recommend And Grandma Said: Iroquois Teachings as Passed Down Through the Oral Tradition by Tom Porter, as a PD resource that talks about the major events embedded in Iroquois oral history and ceremony, from the story of creation, to the beginnings of the clan system, to the four most sacred rituals and the beginnings of democracy.

Troy Hill, Mohawk, Six Nations of the Grand River Territory, is a Grade 7/8 transition teacher at J.C. Hill Elementary School, Six Nations. 

Kelly Hayes is the coordinator of Equity and Women’s Services at ETFO. 

Math Performance Centre

At the December OMCA meeting, we were treated to a presentation from George Gadanidis.  He shared the overwhelming amount of resources coming from the Math Performance Centre.  Please take a moment, (or a day or two), to view the amazing artistic expression found in the math our students learn.  There is SO much here but I will start with the Alderville First Nation link that will serve as your entry into the astounding mathematical creativity that is all over the web pages linked to the "Where I'm From" project.  A permanent link has been added to the "Link for teachers" sidebar.

Ontario Educational Resource Bank Pilot Project

Here is some of the information surrounding the newest resource accessible to us, the Ontario Educational Resource Bank.  A permanent link has been added to the Links for Teachers sidebar.  Ask your School Leaders for your teacher and/or student password to login to access the resources.

To get an overview of the search engine and what is available on the site, you can do the online tutorial, which can be accessed from the site itself, or viewed by clicking here.

It looks like the site could be used to share Native Language resources, so maybe this is a good place to share those files that are created and could be handy for other NSL or Immersion teachers in our district and at other First Nation schools.

Mathletics, First Nations, and Online Learning Success

For those of you who missed it on Monday and Tuesday, here is the article from the FNSSP document and the Fall 2012 edition of Spirit Interactive online math learning and the success that First Nations have had using this type of learning for their students.  You can view it here from its original source or read it in its entirety below.

Students at a community school in Alberta are acing math with the help of a dynamic, online program.

Early in 2011, the Morley school launched Mathletics , an online program for students of all ages. Not only have the school's young students increased their speed and ability to perform mathematical functions, but they have also started to do better in math, many of them for the first time.

"I've heard only positive comments from the students about the Mathletics program," said Danelle Oosterveld, a member of the Stoney Education Authority. "They are all extremely enthusiastic about mastering new skills."

Supported by the First Nation Student Success Program (FNSSP), Mathletics enables students to work at their own pace through 750 online numeracy activities and tutorials. Colourful graphics track students' progress, and visually stimulating animations break operations down into easy-to-follow steps. It's a modern approach to teaching math that enables children to advance rapidly.

"Our students are thriving because of the program's personalized approach. They are solving harder problems and performing faster calculations," said Danelle Oosterveld. "More importantly, they are tasting the excitement of advancing to new levels of skill."

Now, parents are interested in their children's progress, and their involvement is paying off. They are even approaching the teachers to learn more about the program and how they can help their children continue to advance their skills at school and at home.

Ten children at the Morley school have been recognized as top students in Canada based on their skills and participation in Live Math, an interactive part of the Mathletics program that tests students' math abilities against those of other students in the same grade level around the world. By correctly answering math problems, the Morley school students beat out national and international opponents to earn progress certificates and gain recognition on the Mathletics website.

The Morley school students are doing so well that even 3P Learning, the distributor of Mathletics in Canada, is impressed. Several students were able to make it onto the Top 100 list in only a few months.

"FNSSP and Mathletics have enabled us to work within the Alberta curriculum, as well as according to the ability level of each student," said Danelle Oosterveld. "We've seen the students make some really impressive academic gains, which will only become more evident over time."

Spirit Highlights Education Initiatives

This season's quarterly edition of Spirit highlights the numerous efforts underway of Aboriginal Affairs and Northern Development Canada to improve education for all Aboriginal students.

Of special note is the Interactive Online Program helping students with Math that is highlighted in the article.  It is related to yesterday's post about the First Nations Student Success Program's achievements in Numeracy.  Read the latest Fall 2012 Spirit online by clicking here. 

Imagine that?  Using technology and gaming to support student learning in the 21st Century!  Could you think of a reason why students and teachers wouldn't be behind engaging and motivated learning? Some might say you'd have to dumb, and dumb again to not see the potential for student growth and understanding.

How about when that learning is free!?!  Speaking of which, have you applied for the ExploreLearning REFLEX grant yet?  Each school can get a full year's use of the resource in two of their classrooms, absolutely free.  If you haven't applied, go to this link, as the deadline is September 30th, 2012.  A year's worth of educational growth, learning and fact fluency for your students can be had for not a penny. 

First Nations Student Success Program Success Stories

To read a copy of the document, First Nations Student Success Program Success Stories, click here.



New Vancouver aboriginal school opens with 13 students

New Vancouver aboriginal school opens with 13 students

Award-winning Innovation Impacting Aboriginal Early-childhood Programming | Axiom News

Award-winning Innovation Impacting Aboriginal Early-childhood Programming | Axiom News

Saskatoon, Saskatchewan StarPhoenix Report

Delay in funds is inexcusable

The StarPhoenix

The money promised in the federal budget five months ago to address the deplorable shortfall in funding for schools on Canada's First Nations was at best a fraction of what's needed, but it's shocking to learn that even that meagre amount is yet to make it to reserves in Saskatchewan. In a province where young aboriginal people represent a vast, mostly untapped human resource that's vital to securing economic growth and prosperity, the foot-dragging by Ottawa in ensuring that children on reserves are provided an education of a quality that others in the province enjoy is inexcusable. What's worse is that the Conservatives in government who control the purse strings joined opposition MPs in February to support unanimously an NDP motion to put First Nations schools on an equal footing with provincially funded schools. While the government's subsequent budget commitment of $275 million over three years was hardly equal to meeting that lofty goal, it at least promised to spend $100 million on early childhood education programs and provide $175 million to construct or repair reserve schools. Yet, as StarPhoenix reporter Jason Warick reported this week, First Nations schools in Saskatchewan have yet to see any of the money they so badly need to address some immediate infrastructure problems such as leaky roofs, let alone put in place programs to meet the long-term educational needs of students. Frankly, $100 million over three years for early literacy education for Canada's rapidly increasing cohort of native kids is hardly adequate to meet the need. In Saskatchewan, the province provides about $10,000 per student enrolled in its schools while Ottawa funds reserve schools at a rate of $6,400 per student. With an estimated 16,000 students on reserve, that meant the federal funding shortfall in this province alone is more than $54 million a year. That's money that could be used to ensure the reserve schools are staffed by teachers who aren't paid $5,000 a year less than their counterparts in the provincial system and to ensure they don't leave at the first opportunity. That's money that can ensure the classrooms have adequate supplies and the libraries have good, new material. Premier Brad Wall is right to express concern that even the meagre funding commitment hasn't been met so far. His former Education minister Donna Harpauer was right to express concern in April that the promised federal funding still isn't going to operating funding for staff and resources for on-reserve schools. This foolhardily shortchanging of the education of some of the most marginalized citizens ill serves a First World nation whose leaders have been told repeatedly by experts in economics, social sciences and medicine that education is the key to breaking the costly cycle of poverty and poor health. That they still persist in paying lip service to the ideal while doing the bare minimum or even less to address an inequity that's taking such a demonstrable toll in economic and human terms is unconscionable. All Canadians pay a price for it, not only those who are robbed of life opportunities.  The editorials that appear in this space represent the opinion of The StarPhoenix. They are unsigned because they do not necessarily represent the personal views of the writers. The positions taken in the editorials are arrived at through discussion among the members of the newspaper's editorial board, which operates independently from the news departments of the paper.