Module 1: Centring Yourself and Building Relationships

Centring Yourself

I am connecting with you from the unceded, ancestral, and traditional land of the Tsawwassen First Nations where I have the honour of living and learning. I am privileged to teach high school on the shared territory of the hən̓q̓əmin̓əm̓ speaking language group and shared lands of the Coast Salish people; also called Richmond.

I am a first year teacher working and learning with students in the Richmond School District. I teach English and Socials from Grade 8 through to Grade 12. I came to teaching later in life after working in this district as an Educational Assistant for over 10 years and know my diverse experience benefits my own teaching and my student's learning. I am a daughter, sister, mother, and wife and embrace each of these roles but not all at the same time :) 

My goals for this course are: 

1) to gain a deeper understanding of the First Peoples Principles of Learning, their meaning beyond the words, 2) to learn how to bring these principles into my teaching practice, and 3) to become a more informed ally and participant in achieving the goals of Truth and Reconciliation. 

I look forward to the next weeks of getting to know my peers and learning and growing together. 

April

Terminology Matters

These articles highlight the importance of becoming aware of terminology that should and should not be used when teaching and learning about Indigenous Peoples and other terminology to respect our students, colleagues, and community. Building relationships and being open to doing better feel like the key to learning and using respectful terminology. Understanding pronouns, heritage, lineage, communities, and pronunciation of terminology are all critical parts of improving my teaching practice. 

I am committed to taking time and learning how to pronounce key Indigenous terminology and cultural practices before I teach these concepts to my students. One lesson I will be sure to teach my students is the significance of using the correct language in my classes because I am a model for my students. If I am careless in my language, they will learn to do the same. Whereas, if I show the importance of taking time to learn how to pronounce key words like hən̓q̓əmin̓əm̓, my students will follow my lead.

Huy ch q'u.

April

Territorial Land Acknowledgements: Asking Questions

Through my teaching, I’ve learned that territorial acknowledgements have been a meaningful protocol among Indigenous peoples since time immemorial, used to introduce oneself and show respect when entering new lands. I’ve come to recognize that while land acknowledgements are now common in schools, events, and workplaces, they can often feel performative when not delivered with genuine intent. I want to continue learning how to create and teach land acknowledgements that are authentic, personalized, and rooted in understanding. My goal is to help students grasp their significance and move beyond checking a box to truly honouring Indigenous presence and sovereignty.

Questions I’m left with:

1. How can I guide students to connect personally with the land and its history in a respectful and meaningful way?
2. What steps can I take to ensure my own land acknowledgements are informed, sincere, and continually evolving?

My Land Acknowledgement

https://vocaroo.com/1bHw5R7Ky9oS

First Peoples Principles of Learning in the Classroom

April Boni – CONT926
Things I already Do …	Things I want to do …
·      Support the exploration of student’s identity through stories ·      Build community and connection in the classroom ·      Include Indigenous stories and history into my lesson planning ·      Being a responsive teacher, understanding that learning may need additional time, activities, or patience from me to support student learning (I often over plan with my Grade 8’s and I must remember to slow things down) ·      Use texts and resources that reflect the diversity of my classroom ·      Take time to build relationships with my students  ·      Bring awareness of different worldviews to students and different stories and histories about the same events  ·      Consult with FNESC to ensure materials used are authentic and relevant to the area and topics being taught	·      Build a connection to Indigenous history with all my lessons (for example the Industrial Revolution)  ·      Use more experiential learning in my lessons. As a first-year teacher, I often come back to the textbook when I am overwhelmed. I know that must students learn more impactfully when they can use multiple means of engagement and expression. ·      Make time to visit the local First Nations (Musqueam and Tsawwassen) to meet them and learn about their unique cultures and communities ·      Use the outdoors as a way of learning not just a place for learning. ·      Learn how to connect to support the land and family in my teaching. ·      Use more self and peer feedback with my students (and to take time and reflect on my own teaching rather than rushing from lesson to lesson) ·      Learning how to balance providing patience and time with building the sense of consequence of their own actions (not doing homework or using ChatGPT)

Being an Ally

Allyship is often misunderstood through a colonial lens—as a title one can claim simply by expressing support or attending a single event. It is not about speaking over Indigenous voices, seeking praise, or performing solidarity when it’s convenient. True allyship, as outlined in the Indigenous Ally Toolkit, is not self-serving or symbolic. It is not about centering oneself in the narrative or using Indigenous struggles to appear progressive. Instead, allyship is a continuous, relational practice rooted in humility, accountability, and action. It means listening deeply, learning from Indigenous voices, and using one’s privilege to challenge colonial systems. As a settler and educator, I recognize that allyship requires more than good intentions—it demands that I embed Indigenous perspectives into my teaching, build respectful relationships with local communities, and reflect critically on my role in systems of power. It is a lifelong commitment to justice, truth, and meaningful reconciliation.

Role of Witnessing

Before this reflection post, I had come across the term bearing witness in my teaching. Once was a similar story to Michael Licker's story about how oral storytelling is a collective process where the many not only confirm parts of the story to make it a whole but also bear witness to ensure the parts and whole are accurate in their memory. If there was a discrepancy the collective group discussed until a unified story was confirmed and then shared with the different communities (Lickers, n.d.). Licker's shared information I did not know about witnesses being given payment for the important work they do. 

The other time I learned about bearing witness is in the documentary Picking up the Pieces: The Making of the Witness Blanket. Where the documentary, made by Carey Newman, honours and tells the story of Residential School survivors and calls on viewers “In the Salish tradition, [ ] to stand and speak about what they have witnessed.” (Picking up the Pieces: The Making of the Witness Blanket, 2020). This powerful film allowed my students to see Indigenous filmmakers and communities come together to support survivors. After reading the article by Lickers, I have a better understanding of the importance of having my students do more than observe because bearing witness comes with responsibilities.

I was intrigued by Greg Sutherland's article, and hope that as I gain experience and confidence in the classroom (and through taking courses like this) I can effectively build this important act of witnessing into my lessons and courses. 

Thank you, Apri

Lickers, M. (n.d.). The Role of Witness. https://www.tamarackcommunity.ca/hubfs/Miscellaneous/Role%20of%20Witness%20in%20Ceremony.pdf

Picking Up the Pieces: The Making of the Witness Blanket. (2020, March 20). CMHR. https://humanrights.ca/story/picking-pieces-making-witness-blanket

Module 1 Reflection: Centring Yourself and Building Relationships

1. Authentic and Meaningful Land Acknowledgements

Summary: I learned that land acknowledgements are not just formalities but deeply rooted Indigenous protocols used to introduce oneself and show respect when entering another Nation’s territory. They should be personalized, heartfelt, and informed by the history and presence of the local Indigenous peoples.
Why I Chose This: As a settler and educator in Richmond, B.C., I want to ensure my acknowledgements honour the Musqueam people and reflect my ongoing learning.
Classroom Application: I will guide students in creating their own land acknowledgements using a checklist that includes: intention, personalization, authenticity, understanding of local Nations, and connection to land. This will be a foundational activity at the start of the year.

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2. The Power of Terminology and Indigenous Self-Identification

Summary: Words matter. The module emphasized the importance of using accurate, respectful, and self-determined language when referring to Indigenous peoples. Colonial terms have long erased or misrepresented Indigenous identities.
Why I Chose This: Language shapes understanding. As a teacher, I must model respectful terminology and challenge outdated or harmful language in my classroom.
Classroom Application: I will embed terminology lessons into my curriculum and create a classroom glossary co-developed with students to ensure respectful and accurate language use throughout the year.

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3. First Peoples Principles of Learning

Summary: These principles emphasize holistic, experiential, and relational learning rooted in Indigenous worldviews. Learning is embedded in memory, history, and story, and is a journey that requires patience and time.
Why I Chose This: These principles align with my values and offer a framework for transforming my pedagogy to be more inclusive and reflective of Indigenous ways of knowing.
Classroom Application: I will use the principles to guide unit planning, especially in Social Studies and Language Arts. I’ll also incorporate more storytelling, land-based learning, and opportunities for reflection and community connection.

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4. Allyship as Action, Not Identity

Summary: The Indigenous Ally Toolkit taught me that allyship is not a label but a practice. It’s not about centering oneself or seeking recognition—it’s about listening, learning, and acting in solidarity.
Why I Chose This: As a settler, I must be accountable in my allyship and ensure it’s not performative.
Classroom Application: I will co-create classroom norms with students that reflect allyship values—respect, listening, and action. I’ll also integrate lessons on Indigenous resistance, resurgence, and contemporary voices to move beyond historical narratives.

Module 1 Culminating Task: Drafting an Inquiry Question

How can I, as a first-year settler educator who is actively unlearning colonial narratives, continue to grow in my understanding of Indigenous pedagogies and respectfully integrate them into my teaching practice in ways that honour Indigenous sovereignty, knowledge systems, and student voice?