Teaching

Teaching
My approach to teaching – gikinoo’amaage – is centred on supporting students to recognize themselves as one part of the circle of life. This teaching style is based on learning from my Aishinaabeg and Celtic Ancestors.

I give thanks to the guidance I’ve received from Elders, Indigenous scholars, allies and spirit which has shaped my teaching philosophy. My nearly two decade long experience as an educator have taught me invaluable lessons about awakening consciousness and the power of Anishinaabe knowledge.

My teaching approach is centred on the Anishinaabe concepts of Biindigodaadiwin. Back in the old times, when all our peoples used to carry their sacred bundles – Odaabaajiganh – we shared a deep sense of patience, gratitude, and kindness for one another.  We welcomed all into our wiigiwaaman – lodges – and – maada’okii – shared with them – all that we had to offer, without exception. We learned with each other while doing – Kinoo’amaadawaad Megwaa Doodamawaad.

Teaching for nearly two decades has taught me self discipline, openness to change, tireless work ethic, and the ability to truly listen in order to meet people where they are at, to honour their spirit – manido – and their path – miikaan.

Programming
I have developed Indigenous knowledge based educational programming at elementary, secondary and post secondary levels and have managed at times up to 9 staff, while teaching classes that exceed 100 students.

I am currently working as an adjunct at The University of Waterloo School of Architecture where I teach a course titled – Indigenous practice . This is a second year mandatory course the dives into the land practices that made Indigenous communities in Southern Ontario sustainable.

All my teaching experiences have taught me to be innovative, to strive forexcellence and to serve students to the best of my ability. I am fortunate to have been a reference for students in becoming Lawyers, Police Officers, Doctors, Educators, Social Workers, and Community Leaders.

I look forward to continuing to grow as an educator and utilizing the knowledge of my ancestors as I continue to pick up the pieces they have left behind on the trail. 

If you are looking for a dynamic educator, with international teaching experience, who specialized in traditional knowledge, please contact me – mkomose19@gmail.com

TEACHING PHILOSOPHY
My personal teaching philosophy is guided by Anishinaabe Aadiziwin – the Anishinaabe way of life. Classes are led in circle and students are engaged in dialogue to elucidate their gifts and strengths.

Reault (1999) introduces an Ojibway language phrase “Aazhikenimonenaadizid Bemaadizid” meaning “the study of the behaviour of life” (p.105) in his groundbreaking masters thesis Ansihinaabe Mino Bimaadiziwin: The Way of a Good Life. This term is the closest word for philosophy in Anishinaabeg language. Using the sensibility of this phrase, my teaching philosophy includes the following four features:

1. Teaching as an act of Kinoo’amaadawaad Megwaa Doodamawaad, roughly translated to mean “they are learning with each other while they are doing” 
   Waaskone Giizhikook (Lana Ray) (2012).
2. Teaching as an act of “Biskaabiiang” – “Returning to ourselves”; (Geniusz, 2009, p.9).
3. Teaching as welcoming into the lodge in a way that honours each individuals gifts, with kindness and respect – Biindigodaadewin.
4. Teaching that reflects ancient wisdom – gete nibwaakaawin – found in Anishinaabe Cultural Knowledge (ACK), especially as it relates to the preservation and restoration of land and water for future generations .

By teaching in this way, each course can guide students to recognize  their gifts and use them to direct their path. Their experience can be authentically Indigenous through the activation of de-colonial narratives. 

The most important feature of my approach to education is the inclusion of students as teachers. Together we work to identify our strengths and weaknesses, based on mind, body, spirit, and emotions.

Classes include sharing circles, engaging dialogue, and practical applications of student’s learning experiences. Our collective priority is to awaken each others gifts to encourage self mastery. 

TEACHING METHODS AND ASSESSMENT STRATEGIES

Students are inspired to awaken their personal narrative through assessments that include reflective writing and explorations of the power of their personal story. Students are encouraged to share personal narratives awoken through the act of – dibaajimown – storytelling. By sharing  my personal narratives and my ongoing journey to come to know what it means to be Anishinaabe inini, students are often inspired to start their own journey of cultural and ancestral identity development, no matter their background.

Cycles of Life
Cyclical themes, such as seasonal changes and moon cycles, are often woven into lessons that can ground students in ancestral wisdom. Students are encouraged to apply the lessons of each week to their understanding of the world and challenged to recognize their colonial knowledge based assumptions.

In each course, pending institutional requirements, students are encouraged to complete their assignments based on their personal strengths. Students are empowered to utilize their gifts, which often came in the form of artistic expressions. The results are a mosaic of artistry, sound, and genuine inspiration. Students are offered opportunities to learn beyond the classroom within local community contexts. The ultimate goal of my teaching philosophy is to develop wholistic programming opportunities that enable students to define their personal goals and an open door to achieve them.

For an in-depth look at courses I have taught and designed visit [here]