One meaningful way to implement TRC Call to Action 62(i) in a Grade 4 classroom is through a gentle, age‑appropriate introduction to residential schools. I would begin with the picture book When We Were Alone by David A. Robertson, which shares this history through a child‑friendly narrative focused on resilience, identity, and cultural strength. This allows students to build understanding without overwhelming detail.
After the read‑aloud, students would participate in a guided talking circle to share what they noticed or wondered. This structure supports emotional safety, models respectful listening, and helps students process new learning in community. Students would then complete a simple reflection identifying one thing they learned about residential schools and one way they can show respect for Indigenous peoples, such as learning local language words, honouring land acknowledgments, or valuing cultural traditions.
This approach supports empathy, historical understanding, and respect. It aligns with my teaching philosophy, which centres on safety, belonging, and helping students grow into compassionate, informed people who understand the importance of truth and reconciliation.