The Cree population is one of the fastest growing and youngest in Quebec. This highlights the need for teachers specialized in teaching in Aboriginal communities. In one such community, the Cree Nation of Mistissini in the James Bay region of Quebec, teacher Van Ferrier had an idea.
Ferrier and his Grade 6 students from Voyageur Memorial School spent an afternoon last April practicing their arithmetic skills at a cabinetmaking shop, where a vocational program is offered by Sabtuan Adult Educational Services. This division of the Cree School Board provides educational and training opportunities for adults living in Cree communities.
“When Van asked if he could bring his students to the shop and make something out of wood, my first reaction was that it was a fabulous idea,” said cabinetmaking instructor, Andy Anderson.
Both teachers agreed that sketching a design and applying dimensions and measurements to a solid object would reinforce planning, problem solving and the application of the principles of mathematics. It would also provide students with the new skillset of working with wood.
Working in the trades is familiar ground for Ferrier. Before embarking on his teaching career, he worked in carpentry.
“I noticed how much basic math was involved, so when I became a teacher I thought carpentry would be a fun way to show students how to apply their understanding of math.”
Ferrier graduated from Queen’s University with a Bachelor of Education with a focus on aboriginal education. That program emphasizes experiential education. Ferrier is eager to put these educational principles, which he feels will benefit students, into practice.
“Using these principles, students are given the opportunity to experience education through multiple intelligences.”
The theory of multiple intelligences distinguishes learning styles, offering that some students learn best by watching, some by listening, and others by feel and touch. With this in mind, Ferrier introduced tactile manipulation in his classroom, using objects such as blocks that students can handle.
“With all the research these days about multiple intelligences, auditory, musical, visual, and kinaesthetic [learning], etc., experiential education offers students a diversity of experiences to help connect with the material the way that makes the most sense for them.”
By delivering lessons that use all of the intelligences, the chances of success in a learning environment are greater. He believes this strategy will help keep students engaged in school.
“Experiential education can also be advantageous in a community where English is a second language, and where there is a rich oral tradition. It is a great way for students who do not yet have strong reading and writing skills to help improve academic performance in these areas.”
When Anderson asked his cabinetmaking students what they thought of the idea, they wholeheartedly endorsed it and were anxious to get started.
“I think it’s a great opportunity for them to utilize the skills they have learned and pass them on to the next generation.”
Ferrier agreed that this teaching method of passing skills to the next generation would work in his classroom. On a recent field trip to Murray’s Lodge, a Traditional Cree Fishing & Chisheinuu Chiskutamaachewin Project where elders pass on their knowledge, values and wisdom to the youth of the community, Ferrier had the chance to observe the one-on-one teaching of skills by elders.
In preparation for this project, Anderson’s cabinetmaking students built prototypes for the math students to study as models. When Anderson asked his students what they would like to build with their young protégés, the suggestions ranged from birdhouses, jewellery boxes and doll houses, to boats, slingshots and swords.
“Of course, I vetoed the weapons.”
When Ferrier’s students arrived in the shop classroom, Anderson gave a brief rundown of safety procedures and teamed up each student with a mentor.
The students then leafed through woodworking manuals to choose a design for their creations. Then, under the supervision of their mentors, with rulers and pencils, they calculated measurements and drew up plans.
The grade 6 students did not operate machinery, but they were instrumental in the design and fabrication of their project from start to finish. Before heading into the shop, each student was issued safety glasses and earplugs. In the shop, the grade 6 students observed as the cabinetmaking students cut wood to the agreed-upon specifications for assembly.
When asked about his young charges, who chose birdhouses as building models, David Mianscum smiled.
“They’re funny,” he said, “and fun to work with.”
Robie Matoush added that the young students are attentive and “they listen to what I tell them to do.” Working with Matoush, one grade 6 student didn’t know exactly what he would learn from this project, but agreed that it was nice to get out of class and build with his hands.
This project lasted about three weeks, averaging one hour a day, four days a week (approximately 12 hours total).
“Everyone is excited about it,” Anderson said. “Hopefully we can do this again with other classes.”
ABOUT THE AUTHOR
Andi is a freelance writer and photojournalist living in the Cree Nation of Mistissini. She writes for various publications and blogs her experiences living in a landscape of flailing jack pines and statuesque black spruce. Her blog can be found at http://taigaspruce.wordpress.com
This article is from Canadian Teacher Magazine’s Nov/Dec 2013 issue.