âEducation is what survives when what has been learned has been forgotten.â
(Skinner, B. F. (1964). Public Policy, 415, 826-3172.)
The basis of this quote is that teaching students extends far beyond the ability of rote memorization and the traditional styles of lecture-based learning. Where the value is added to instruction is creating a learning environment that emphasizes critical thinking skills and the ability to gain knowledge independently. This falls in line with my belief that students learning is enriched with facilitation and constructive feedback instead of direct instruction and the associated ârightâ or âwrongâ answers. I think that most fact-based learning does not have the intended retention success rate with students; especially if students are not engaged with the content. In my classroom, this will present itself as an emphasis on student-led inquiry and a focus on process and function over form. In addition, it will be emphasized that the âWhat, Why and Howâ often supersedes the specific details associated with learning. This quotation is also a representation of BF Skinner and his views on education through a psychological and behavioural lens. I think that there has to be an additional layer of connection with my students that transcends emotional empathy. It involves my understanding of the needs of the students in a psychological aspect in order to equip them with the skills they need to be successful learners in the future in an independent manner. This can be extrapolated to the idea of âremoving the training wheelsâ at the proper time to encourage personal growth in students that will serve them much longer than their years of formal instruction in the education system.
Canadian Broadcasting Corporation. (1973). The Eyes of Children. The Canadian Broadcast Corporation Web Player.
My response to the outline of needs put forth by the Calls to Action presented by the Truth and Reconciliation Commission of Canada is an overall approach of inclusion and equality within my future classroom. An example of creating an inclusive classroom and age-appropriate curriculum on Residential Schools will include using a historical lens to look critically at the past and what we can learn from it. This is put into action through the examination of a documentary called âThe Eyes of Childrenâ created by the Canadian Broadcasting Corporation on the experiences of school children in the Residential School system. As a class, I would first and foremost present the video as an example of a tragedy that was allowed to continue within our country. Pursuing the critical nature of historical study I would encourage students to investigate how the scenes within the video are captured and what the intended message of the created media piece is. And lastly, connect the past to the present and inspire students to see how the political and cultural relations have changed and what we can do as a society and individuals to create a better future. The use of this video would vary based on grade level and the depth that is explored when applied in primary versus intermediate grades. Students relate to others their age and this is why I believe that it is important to show this video at an age where students can make a direct comparison to the young children pictured in the Residential School.
Pokiak-Fenton, M. (2012). Fatty Legs. Annick Press
Part of my goal to create a culturally inclusive classroom is recognizing that everyone comes from a different culture and background and that makes us unique. The book âFatty Legsâ shares the main characters experience in a residential school. It exemplifies the power of human dignity through the actions of the strong-willed main character and her refusal to give up her sense of self and identity. This is pertinent to children who are feeling pressure to conform to expectations; especially in unfamiliar environments. Having this understanding open in my classroom promotes the concept that being culturally different is something that is meant to be celebrated and make your sense of self stronger as a result. This will not only make students feel more cohesive with their peers but also feel a greater connection to their success in a school setting.
First Nations Education Steering Committee (FNESC). (n.d.). Retrieved from http://www.fnesc.ca/
Part of responding to the calls for culturally appropriate curricular content is knowing where to look for authentic content. The First Nations Education Steering Committee website is a reference that I will use in my classroom to gauge age-appropriate material that best connects with my studentâs abilities. This resource offers guidance for teaching instruction and also gives me connections to current professional development sessions. These can offer me new and innovative ways to adapt my classroom environment to help my students succeed within a space that embraces their heritage.