Cassidy Behm

Education 3505

Cynthia Gietz

September 25

Journal Reflection 2: TQS #5, And Inclusive Learning Environments

In the summer of 2021, I took Education 2500 online. I was incredibly eager to learn

more about the journey I was about to embark on. As part of the course, we looked at the

Teaching Quality Standards and how we would incorporate each standard into our daily lesson

plans. While looking at TQS #5, "Applying Foundational Knowledge about First Nations, Metis,

and Inuit," I was at a complete loss. I was ashamed that I had no idea how to incorporate this

TQS into a lesson plan, as I was never exposed to FMNI incorporation growing up. It seemed

scary, but over the past couple of weeks, especially after the Integrating Indigenous Perspectives

Workshop, I have become much more confident in my ability to integrate FMNI knowledge into

the classroom.

Being an English major, I have learned that there are several ways to integrate this

knowledge, and books are one of the excellent ways to do this. General outcome 1 in the Alberta

program of study is "Students will listen, speak, read, write, view and represent to explore

thoughts, ideas, feelings, and experiences." Concerning grade one, students will "experiment

with different ways of exploring and developing stories, ideas, and experiences." This specific

outcome is an excellent way to incorporate languages other than English. Picture books can help

incorporate FMNI into a lesson that revolves around exploring and experimenting with language

and feelings. The book Awasis and the World-Famous Bannock by Dallas Hunt would be a great
place to start, and there is even a page dedicated to translating English words into Blackfoot – an

excellent case study for students.

FMNI sources are essential when incorporating FMNI knowledge into the classroom.

When choosing sources, it is crucial to ensure that the authors, artists, or publishers are part of

the community you are teaching about. Frog Girl by Paul Owen Lewis is a beautiful book;

however, the author is not Native American, even though the book is about Native American

villages and communities. Even though there is useful information, picking a different book from

an FMNI author would be a better choice.

There are several ways that FMNI knowledge can, and should be incorporated into

everyday learning. As a teacher, it will be one of my goals to ensure that non of my students feel

the same way I did, unaware of the value and importance of FMNI incorperation. Instead, TQS

#5 will be regularly built into my lesson plans and classroom.