Jocelyn Whalen is a member of the 2023 Gakino’amaage cohort and is completing the first of her second-year commitment teaching grade 5 in Nisichawayasihk Cree Nation.

Throughout the year, she has been working with her school and community to breathe new life into a once-overlooked courtyard at the centre of the school, supporting plans and grant applications to transform it into a thriving center of cultural and educational enrichment.

Meet Jocelyn Whalen, a dedicated Gakino’amaage teacher helping to transform an existing courtyard space in Nisichawayasihk Cree Nation.

In the heart of Nisichawayasihk Cree Nation, Jocelyn Whalen, a passionate Grade 5 teacher at Otayitiskiwin Kiskinwahamakikamik (Footprint House of Learning and Teaching), is leading an inspiring initiative to revitalize the school’s courtyard.

With a background in Environmental Science and a decade of experience in nurturing green spaces, Jocelyn is supporting community efforts to transform the area into a thriving hub for the students at Otayitiskiwin Kiskinwahamakikamik.

Exploring, learning, and thriving: students at Otayitiskiwin Kiskinwahamakikamik embrace the vibrant courtyard space. Future plans include a native plant garden and mural painted by a local artist.

It all began with a conversation between Jocelyn and principal Ashley Boutin, a Gakino’amaage alumni and member of the 2020 cohort. Inspired by Ashley’s vision to enhance the outdoor space, the duo collaborated with community support to secure funding for the courtyard project.

Drawing from her expertise in obtaining grants, Jocelyn successfully secured funding from two sources: Learning For A Sustainable Future and the TD Friends of the Environment Grant. With assistance from Education Director, Nic Campbell, and enthusiastic community members, the project began to take shape.

While the project is still in the planning stages, the future courtyard will feature a mural painted by a local artist, along with rain barrels, benches, and rocks to symbolize the Seven Sacred Teachings. Additionally, plans include a food sovereignty garden where food can be grown for the school food services and pantry program. There will also be the addition of a pollinator garden out front of the school.

The existing greenhouse at Otayitiskiwin Kiskinwahamakikamik is set to undergo transformation, fostering a community-driven food sovereignty initiative.

The goal of the courtyard revitalization is not just to beautify the space—it’s about providing students with a meaningful opportunity to engage with their culture, the natural world and to integrate the space into their lessons. Jocelyn hopes that the courtyard will engage students in land-based learning experiences, where they can strengthen their pride and belonging.

As the project gains momentum, Jocelyn is filled with excitement about the possibilities it holds. She envisions the courtyard as a legacy project—one that will continue to evolve and inspire generations to come. From growing food for the community to creating a safe space for cultural expression, the courtyard represents a testament to the power of education to transform lives.

Students embark on an outdoor education walk, connecting with the land as they explore. Soon, their school courtyard will create opportunities for hands-on learning and interaction with the natural world.

In celebrating Jocelyn’s dedication to the courtyard revitalization project, we honour the resilience and ingenuity of educators everywhere. This Teacher Appreciation Week, let’s take a moment to recognize and celebrate the profound impact that dedicated teachers like Jocelyn, and her colleagues, have on their students and communities.

Are you a Canadian-certified teacher inspired by Jocelyn’s story? Learn more and apply to Go North with Gakino’amaage today!

Tolkyn Menkesheva, a passionate educator and proud member of the 2021 Gakino’amaage cohort, embodies the spirit of dedication with her students. As a grade 9-12 music teacher in St. Theresa Point First Nation, Tolkyn built a music program from the ground up, going as far as receiving a grant to provide instruments for her students.

Tolkyn not only imparts knowledge but also fosters a sense of pride and cultural identity among her students, enriching their educational experience through music and paving the way for a brighter future.

In the heart of St. Theresa Point First Nation, Tolkyn Menkesheva has been shaping a unique musical story. As the driving force behind the high school music program, she’s not just teaching notes; she’s nurturing a love for music and a connection to culture.

“When I arrived, there was no music program,” Tolkyn recalls. “I knew we had to start from scratch.”

With determination and support from a Music Education Charity Canada MusiCounts grant, Tolkyn equipped her classroom with guitars, keyboards, and violins. She began with basics, teaching music theory and guiding students through the sounds of different instruments.

“We cover everything from theory to practical skills,” Tolkyn explains. “From simple melodies to classical pieces, we’re learning together.”

Gakino’amaage teacher, Tolkyn Menkesheva, playing violin and teaching music class in St. Theresa Point First Nation.

Beyond music, Tolkyn emphasizes respect and community. She encourages students to care for their instruments and each other, fostering an environment where everyone’s voice is heard.

Raised in a musical family in Aktobe, Kazakhstan, Tolkyn brings her own experiences to the classroom. “We had a family band when we were younger,” she shares. “Music has always been a part of my life.”

Inspired by her upbringing, Tolkyn dreams of creating a dedicated space where students can explore music freely. “We’re not just learning music; we’re building a community,” she says.

Her efforts haven’t gone unnoticed. The community eagerly anticipates an upcoming showcase, where students will share their talents with pride. “While we’re currently working on classical music, we’re planning to showcase square dancing music and Irish jigs,” Tolkyn reveals. 

Tolkyn, empowered by a MusiCounts grant, has been introducing her students to the world of music with keyboards, guitars, and violins.

Looking ahead, Tolkyn will continue to incorporate Indigenous music into the program. “I’ve had students bring in their drums and perform,” she says. “It’s important to me to honour and incorporate traditional knowledge and culture into the music program.”

“I encourage others to explore the opportunities the North has to offer,” Tolkyn says. “It’s challenging, and incredibly rewarding.” 

Are you interested in living and teaching in the North? We’re accepting applications from Canadian-certified teachers interested in Going North with Gakino’amaage. Learn more and apply.

Jamila Butt is a Gakino’amaage: Teach For Canada alumni living and working in Nisichawayasihk Cree Nation (NCN). She joined Gakino’amaage: Teach For Canada in 2020 and has since taught Grades 7 and 6 at Otetiskiwin Kiskinwamahatowekamik Elementary School. Teaching in NCN has been a rewarding experience for Jamila, who has connected with community partners, learned about culture, traditions, and language, and gone above and beyond to make her classroom a welcoming space to connect with students. 

This Teacher Appreciation Week, Gakino’amaage: Teach For Canada is highlighting educators like Jamila, who have demonstrated outstanding and continued dedication to their students. Read on to hear about Jamila’s journey and the valuable lessons she has learned while teaching in the North. From building a sense of community to embracing hands-on learning, she shares the joys and challenges of teaching in Nisichawayasihk Cree Nation.

Jamila Butt teaches Grades 7 and 6 at Otetiskiwin Kiskinwamahatowekamik Elementary School in NCN.

Since becoming a Gakino’amaage: Teach For Canada Teacher in 2020, I have taught in Nisichawayasihk Cree Nation (NCN) in Manitoba. It has been a unique and rewarding few years–I am proud of the connections I have made with my students and community and how I have grown as an educator.

Upon my arrival in NCN, I was greeted with warm smiles and welcomes. The community members were eager to learn more about me, and I was equally excited to get to know them. As I stepped into my classroom, I knew that I had a big responsibility on my shoulders, and I was determined to do my best to succeed and support my students.

Jamila works with a student in her classroom.

As a teacher, it is my responsibility to provide a safe and nurturing environment for my students. This means creating a classroom where all students are respected and their individual needs are recognized and addressed. In my classroom, I am proud to have fostered a culture of collaboration, where each student feels comfortable expressing themselves and their ideas and where meaningful relationships are cultivated.

A highlight of this school year has been working with my class to create a DIY solar system to help with visual learning. I also had my students name and create their own planets, which was a great way to get them involved in hands-on learning. Seeing my students’ progress and the joy on their faces when they succeed have been some of the most rewarding experiences of my career.

Jamila’s student poses with a planet he made as part of a hands-on class activity.

One of the things I have learned since becoming a Gakino’amaage: Teach For Canada Teacher is the importance of patience and the ability to learn quickly. My time here has reminded me that it is imperative for my classroom to be a safe and comfortable space where I can connect with my students, reflect on ourselves and talk things out. Over time it has been amazing to see my students build their emotional intelligence and abilities to express themselves.

As a teacher, I play multiple roles in the lives of my students. Sometimes, my role is of a tutor or a therapist, and other times, a friend.

I believe that having patience and versatility in taking on different roles is what makes a good teacher. Over the past year, I faced challenges getting my students to speak up about what was bothering them. To address this, I encouraged them to write about their feelings instead of speaking out loud about them. 

Teaching in Nisichawayasihk Cree Nation has been a unique and rewarding experience. I’ve learned about culture, traditions, and language and have made lifelong connections with my students and their families. 

Jamila has enjoyed spending time out on the land getting to know her colleagues and community members. Here she is pictured on a camping trip.

If you’re a teacher considering a position in a First Nation, I encourage you to just do it. It may be challenging, but the rewards are immeasurable. You’ll be making a positive impact in the lives of your students and will learn and grow as a teacher and individual.

Are you a certified teacher interested in going North with Gakino’amaage: Teach For Canada? Learn more and apply.

Kenny MacDonald is a Gakino’amaage: Teach For Canada alumni living and working in Pikangikum First Nation. He joined Gakino’amaage: Teach For Canada in 2018 and has since taught Physical and Outdoor Education there. Teaching in Pikangikum has been a rewarding experience for Kenny, who found joy in teaching outdoor education to his students while instilling a sense of community responsibility, learning lessons in flexibility and patience, and creating initiatives to keep students and community members active during school closures. 

This Teacher Appreciation Week, Gakino’amaage: Teach For Canada is highlighting educators like Kenny, who have demonstrated outstanding and continued dedication to their students. Read on to hear about Kenny’s experience teaching in the North.

Living and teaching in Pikangikum First Nation has been an incredible experience for me as a Gakino’amaage: Teach For Canada Teacher. I have found joy in teaching and working with my students in a way that introduces the outdoors and all the physical and mental health benefits that come with it. 

In my outdoor education class, we have engaged in activities such as shelter building, learning knots, fishing, canoeing, wood collecting, snowshoeing, and cross-country skiing. My goal has always been to make the learning experience inclusive so every student can participate and contribute to the class. I believe this approach has significantly impacted my students, giving them a sense of pride and accomplishment in what they have learned and experienced.

Kenny teaches outdoor education in Pikangikum, leading his students in lessons including shelter building.

One of my most fulfilling moments as a teacher came during my self-assessment when almost every student expressed their pride in providing firewood for Elders who were unable to collect it for themselves. Their positive feedback was a testament to the importance of teaching my students while also instilling a sense of community responsibility in them.

I have learned some critical lessons during my time in Pikangikum. I learned that being flexible and patient is essential when working in a community where cultures and priorities may differ from mine. I have found that what I consider to be important may not be the same for others, and that’s okay. It has been vital for me to remain adaptable and make an effort to support the community’s goals, aligning my approach as an educator with the community’s needs and desires for their students.

Despite the challenges I have faced this year, such as frequent school closures, I have remained patient and flexible. I started a Facebook group where I posted daily workout videos for students and community members to participate in, which helped keep them fit and active during community lockdowns. I also created a group chat for sports so we could come together to play during school closures. These initiatives not only kept me sane but also helped to strengthen my relationship with members of the community.

The students in Kenny’s outdoor education class spend time out on the land in Pikangikum.

My experience living and teaching in Pikangikum First Nation has been significant and rewarding. I have learned valuable lessons about flexibility, patience, and community responsibility. My dedication to my students and the community has led to many successful and fulfilling moments in my career as a teacher, and I look forward to the future gifts that my time in Pikangikum will bring.

Are you a certified teacher interested in going North with Gakino’amaage: Teach For Canada? Learn more and apply.

Elsa Rey is a Teach For Canada–Gakinaamage Teacher in Deer Lake First Nation. She joined Gakino’amaage: Teach For Canada’s 2022 Cohort and is completing her first year of teaching Grade 7 at Deer Lake School. This Teacher Appreciation Week, Gakino’amaage: Teach For Canada is highlighting educators like Elsa, who have demonstrated outstanding and continued dedication to their students.

Despite the challenges of adapting to a new environment and teaching role, Elsa has embraced new opportunities, learned from her colleagues and community, and found great joy in teaching and living in the North. She encourages other teachers to take the leap and experience the rewards of making a real difference in the lives of students. Read on to learn more about Elsa’s positive and fulfilling experience teaching Grade 7 in the North.

Elsa Rey is a Gakino’amaage: Teach For Canada Teacher who teaches Grade 7 in Deer Lake First Nation. She is pictured at the community’s National Day for Truth and Reconciliation Walk for a Cause.

My name is Elsa Rey, and I am a Gakino’amaage: Teach For Canada Teacher in Deer Lake First Nation. My journey this school year began with a transition to teaching Grade 7–a shift in my role that I was not anticipating but have very much enjoyed. As long as I have the skills and passion to teach, I believe any classroom role will challenge and fulfill me as an educator.

I have learned so much since moving to Deer Lake. Adapting to the school norms has inspired me to learn and try new things. Every day is a learning experience for me–from connecting with my community members, co-workers, staff, administrators, and especially the students. Learning and adapting to teach in the North is like testing the waters. I will never know everything, so it’s important that I stay adaptable and eager to learn. I am open to adjustments, changes, and new ideas–as long as they benefit my students.

I am proud of achieving many goals this school year. As a new teacher, my enthusiasm and zealous heart have helped me to succeed in my classroom. I like to share my values and wisdom with my Grade 7 class. I embrace diversity and honour my students’ culture, incorporating local knowledge and resources within our curriculum whenever possible. I’ve also introduced routines to my class, like maintaining a tidy classroom, filing tests and worksheets in a binder, and building good habits like washing our bowls and utensils.

Even though I am far away from my loved ones and simple pleasures like eating out, shopping, and drinking my favourite coffee, I have learned to enjoy the peace, serenity, and beauty of Deer Lake. I was not used to the northern cold and severe weather, and I persevered!

Apart from teaching, I have accomplished several milestones in the community, including fishing, eating moose meat, and spotting a big black bear for the first time. I have enjoyed the breathtaking lakes, sky, clouds, stars, sunrises, sunsets, wild plants and flowers. I like spending time on the land, hiking and going on long walks, including one on a frozen lake. Nothing beats having a warm piece of bannock–best with butter and jam–and listening to folk songs. 

Many of these are experiences I would not have had outside of Deer Lake, and I am fortunate and grateful for them.

Elsa has enjoyed spending time on the land and making connections with fellow educators and community members.

In addition to these activities, I have participated in community events, including the fishing derby, Deer Lake Community Revival Church Meeting and the National Day for Truth and Reconciliation Walk for a Cause. On this four-hour walk, I joined teachers, students, and community members to honour the lives lost and affected by Canadian Indian Residential Schools.

I have learned a lot from my colleagues, some of whom are also Gakino’amaage: Teach For Canada teachers. We often share ideas, strategies, and resources to improve our teaching skills and help our students succeed. It’s inspiring to see how committed and passionate they are about their work, which motivates me to do better.

My experience teaching in Deer Lake has been one of my life’s most rewarding and fulfilling experiences. It’s not always easy, but the challenges make it so worthwhile. The students, the community, and my fellow teachers have all taught me so much. Together, they have helped me grow both personally and professionally.

Elsa teaching her Grade 7 at Deer Lake School in Deer Lake First Nation.

To any teacher considering joining Gakino’amaage: Teach For Canada and teaching in the North, I would encourage you to take the leap. It may be outside your comfort zone, but the rewards are amazing. You will have the opportunity to make a real difference in students’ lives, and you will learn so much about yourself and the world around you in the process. Don’t be afraid to take the chance and see where it takes you–I promise it will be worth it.

Are you a certified teacher interested in going North with Gakino’amaage: Teach For Canada? Learn more and apply.

Teach For Canada–Gakinaamaage offers in-classroom Teacher Development support to educators throughout their two-year commitment in the North. They receive professional, peer, and personal support, including funding to pursue additional qualifications, access to classroom resources, regular check-ins with their Teacher Development Managers, access to counselling services, and opportunities to connect with a dedicated network of Northern educators. These supports help to ensure success in the classroom and the community. 

After several years of providing remote teacher support, our Teacher Development team has returned to in-person visits. Beginning in November 2022, we’ve made our way back into classrooms to see firsthand the amazing work and dedication of Northern educators.

In November, one of our Teacher Development Managers, Danielle Consitt, visited Fort Severn First Nation to provide in-classroom support to five Gakino’amaage: Teach For Canada teachers, three of whom teach at Wasaho Cree Nation School and two at Keewaytinook Internet High School (KiHS). While spending time in Taylor Lambie’s 5th and 6th Grade classroom, Danielle witnessed Healing Through Hip-Hop, a workshop led by special guest facilitator Shibastik.

Shibastik teaches a Healing Through Hip Hop workshop to Gakino’amaage: Teach For Canada Teacher Taylor Lambie’s 5th and 6th Grade class in Fort Severn First Nation.

Taylor Lambie is a certified teacher and member of Gakino’amaage: Teach For Canada’s 2022 cohort. She accepted an offer to teach 5th and 6th Grade at Wasaho Cree Nation School in Fort Severn First Nation and is completing the first year of her two-year commitment.

Taylor expressed that the workshop led to increased participation from students who hadn’t previously shown enthusiasm for writing. Not only were participants expressing themselves in both Cree and English–there were multiple elements of the wider curriculum woven into the activity.

“The best lesson that came out of Shibastik’s visit was self-confidence. Students who are typically quiet and hesitant in class were engaged and participated in different ways.”

“Some helped create the beat, others shared lyrics, and a few even tried their hand at rapping in front of the class,” recalled Lambie.

Taylor Lambie joined Gakino’amaage: Teach For Canada’s 2022 Cohort and accepted a position teaching 5th and 6th Grade at Wasayo Cree Nation School in Fort Severn First Nation.

Throughout the lesson, students were able to practice their reading, writing, listening, and comprehension skills and walked away with a better understanding of form and style, including the use of rhymes to link verses together. Because the lyrics were layered over music, the lesson also incorporated elements of numeracy. 

Shibastik, Mushkego Cree for “underground flow,” is an accomplished rapper, hip-hop producer, painter, athlete, and a proud Moose Cree First Nation member. He was born in Moose Factory, Ontario, and grew up across the Moose River in Moosonee. He is a Native American Music Awards nominee.

For nearly twenty years, he has offered multiple programs geared toward engaging youth. His workshops, Healing Through Hip Hop, Fighting through PAINt, Hunting for Healing, and Hurt People, are grounded in Indigenous histories and knowledge and aim to create a healing space for students to express themselves.

Shibastik regularly performs his workshops in First Nations schools across the country. Photo courtesy of Shibastik.

“For Healing Through Hip Hop, I bring a beat-making machine into the classroom. The students and I write music together, focusing on self-expression and addressing emotions. We work together to create a collaborative song.”

Shibastik says that when he was growing up, he had a hard time expressing himself until he discovered poems as a way of his sharing feelings with his family.

While he has lived in Thunder Bay, Ontario, for 16 years, his website lists over 50 First Nations across Turtle Island where he has offered his programs. 

“I am from Moosonee. When I visit a First Nation, I feel like I am going home,” says Shibastik.

“There is so much that inspired me to start working with youth. I got into rapping because I wanted an outlet to address the serious issues going on in my community. Throughout my life, I have been affected by suicide and have lost many people close to me. Getting into music was a way of connecting with others–to share the beautiful side of living in a First Nation and educate through lyrics. I hope that my work helps to share the perspectives of people living in small northern communities.”

Shibastik has been told that he might not succeed due to his music’s focus on issues affecting many First Nations–including the effects of intergenerational trauma, histories of Canadian Indian Residential Schools, increased suicide rates, and access to clean water and healthy food–but that’s never bothered him. “I speak to my community,” he says.

“Something magic happens every time I facilitate a workshop, and each time it’s different. I have an outline, but the process is very spiritual to me. I remain open to my feelings and what I share. The most recent session I led was about sexual abuse and Residential Schools. These topics can be difficult to address, but it’s important that my workshops create platforms for children to open up.”

Shibastik integrates elements of spoken word, visual art, and education into his programming. Photo courtesy of Shibastik.

For Taylor Lambie, Shibastik’s visit to Fort Severn gave her students the gift of seeing themselves reflected in his art. 

“My students don’t often get to see their lives, experiences, and cultures represented in the media or the world around them. They still talk about Shibastik and their songwriting session–and even sing their lyrics at times!”

When asked what message he would like to share with his community, Shibasik turned to the importance of preserving Indigenous knowledge.

“I want the people in Northern First Nations to realize how vital the information that they have is. Keep our traditions alive, and pass them on to the younger generations.”

“Even if we run into people who look down on us, we must remember that Indigenous education is important.”

“Lots of effort was put into trying to abolish Indigenous culture and change the ways that we live and interact with the land. We need to be brave. Today, we are being listened to, and the way to fight is different. We need to be warriors. Now is the time to use our words. I want to do what I can to help Indigenous voices be heard.”

Join teachers like Taylor Lambie in the movement to make education more equal. We’re accepting applications for certified teachers interested in teaching in the North. Learn more and apply now.