Through my teaching education and practicum experiences, I’ve seen how learning connects to personal growth, relationships, and the environment. This principle has shaped how I create a classroom environment that focuses on more than just academics—prioritizing emotional, social, and cultural well-being too.
Personal and Student Well-Being
During my three practicums, I saw firsthand that learning isn’t just about gaining knowledge—it helps build confidence, identity, and resilience. I used strategies like daily check-ins and formative assessments, like the “Give Me 5” technique, to help students reflect on their learning and emotions. These activities let students express themselves and reinforced the idea that their well-being matters just as much as their academic progress.
Connection to Family and Community
I also made an effort to bring students’ personal experiences into learning. In Social Studies, I encouraged discussions where students could relate their family histories to global events, helping them see how they fit into the bigger picture. I also kept in touch with families (when I was able), valuing their perspectives and ensuring they felt included in their children’s learning journey.
Responsibility to the Land and Environment
This principle also highlights the importance of land in learning. In my practicum, I brought in nature-based activities like outdoor storytelling and hands-on science lessons. These experiences helped students connect with the land and understand their responsibility to care for it. By weaving in Indigenous perspectives, I encouraged students to see learning as something bigger than the classroom.
Application to Teaching Practice
Integrating the FPPL #1 into my teaching has reinforced my belief that education should be holistic, connected, and meaningful. By focusing on well-being, I’ve created a classroom where students feel seen, supported, and responsible for themselves, their families, their communities, and the land. Moving forward, I’ll continue using this principle as a foundation for inclusive, culturally responsive teaching that respects Indigenous ways of knowing and being.