She:kon, aanii. My name is Taylor. I am a Mohawk, Ojibway, and Cree woman from
Tyendinaga Mohawks of the Bay of Quinte. I am currently completing my second
placement for year one in a grade 1/2 classroom on Six Nations of the Grand River.
Once my placement is complete, I will return to my position as an Education Assistant
for the Fort Erie Native Friendship Centres Courage to Soar Alternative Secondary
school program. This position is new to me, I began working for FENFC at the
beginning of February of this year. Previously, I worked as a Jordan’s Principal support
worker for a young boy in Six Nations. My teaching journey is grounded in my passion
to uplift Indigenous voices and ways of knowing in the classroom, and to create
inclusive spaces where every learner feels a strong sense of belonging.
As for the Learning for a Sustainable Future (LSF) course, I hope to gain more
knowledge in environmental sustainability, and social justice. I would like to use this
knowledge in my everyday teaching practice, so I will be able to connect curriculum with
real-world issues. I am especially interested in learning more about climate action,
community healing, and reconciliation. Reconciliation can be different for everyone, for
myself, reconciliation is continuing to listen to Indigenous voices and knowledge. I hope
by the end of this course; I can walk away with practical strategies to integrate
sustainability into a cross-curricular learning format. I also hope to continue to develop
my own Philosophy of Education and be able to put my “why I teach” into words and
action.
According to the principles of backward design, educators must begin with the end in
mind—asking what students should understand, value, and be able to do by the end of
their learning (Wiggins & McTighe, 2005). This approach compels teachers to be
intentional, reflective, and student-centered in both planning and practice. The teacher’s
role, therefore, becomes more than just delivering content. It is about designing
meaningful learning experiences, setting clear goals, facilitating critical thinking, and
creating space for co-learning. A teacher must also act as a guide, mentor, and cultural
broker—especially in diverse classrooms where students bring rich knowledge systems,
languages, and worldviews with them.
Teachers are also responsible for cultivating a safe, inclusive, and responsive
environment where students can take intellectual risks and feel seen. As Freire (1970)
argued, education must be a dialogic process rather than a banking model where the
teacher deposits knowledge into passive students. Teachers must listen deeply, build
on students' lived experiences, and adapt curriculum to reflect students’ identities and
interests. In an Indigenous context, the role of the teacher also includes recognizing the
land as a teacher and facilitating connections between students, Elders, Knowledge
Keepers, and community. This holistic approach empowers students not only
academically, but emotionally, spiritually, and socially.
Students, in turn, are not just recipients of knowledge, but active participants in their
own learning journey. Their role is to engage with the content, ask questions,
collaborate with peers, and bring their own perspectives into the classroom. According
to the Ontario Ministry of Education (2016), students thrive when they are encouraged
to take ownership of their learning through inquiry-based and experiential approaches.
When students are respected as knowledge holders and problem solvers, their
motivation and engagement increase. This aligns with Indigenous pedagogies that
emphasize reciprocal learning, relationality, and co-responsibility.
In short, both teachers and students play vital, dynamic roles in the classroom. The
teacher facilitates and co-learns alongside students, while students contribute actively
to the direction and meaning of their learning. Through backward design and a studentcentered lens, education becomes a collaborative and transformative process—one that
is rooted in relationships, responsibility, and relevance.