1. An educational philosophy based on Native American Child-rearing

2. “Anthropologists have long known that Native Americans reared courageous, respectful children without using aversive control.” They do this using the Circle of Courage model. What is the Circle of Courage?

3. Generosity- The central goal in Native American child-rearing is to the teach the importance of being generous and unselfish. In helping others, youth create their own proof of worthiness: they have the power to make a positive contribution to another human life. Independence- Native teaching was designed to build respect and teach inner discipline. Children were encouraged to make decisions, solve problems, and show personal responsibility. Adults modeled, nurtured, taught values, and gave feedback. Belonging- Native American anthropologist Deloria described the core value of belonging in her culture in these simple words: "Be related, somehow, to everyone you know." Treating others as kin forged powerful social bonds of community that drew all into relationships of respect. Mastery- The first lesson in traditional Native American culture was that one should always observe those with more experience to learn from them. The child was taught to see someone with more skill as a model for learning, not as a rival. Humans have an innate drive to master their environments. When success is met, the desire to achieve is strengthened.

6. Why the Circle of Courage? “Native American philosophies of child management represent what is perhaps the most effective system of positive discipline ever developed. These approaches emerged from cultures where the central purpose of life was the education and empowerment of children. Modern child development research is only now reaching the point where this holistic approach can be understood, validated and replicated.” “Fostering self-esteem is a primary goal in socializing normal children (as well as those at risk). (The) four basic components of self esteem are significance, competence, power and virtue. We propose belonging (significance), mastery (competence), independence (power) and generosity (virtue) as the central values of positive cultures for education and youth work programs.” From ‘Reclaiming Youth At Risk’ by Brokenleg, Brendtro and Van Bockern

7. Belonging – the need to be significant Generosity- the need to know our own virtue Mastery – the need to feel competent Independence – the need to be personally powerful Universal Needs Why the Circle of Courage?

8. The Feeling/ Learning Connection Daniel Goleman’s Emotional Intelligence Our feelings determine our capacity to learn. Feelings-> Focus -> Memory -> Learning Students won’t remember or internalize curriculum if they are emotional. Without access to our memory, we cannot learn. Emotional Intelligence (EQ) : 70% of our well being An emotional intelligent person: -is aware of their own emotions and manages them -is aware of others emotions and manages them -loves, works and plays well Why the Circle of Courage?

9. Circle of Courage Benefits Creates a shared purpose Is a philosophical framework that can guide decisions and the development of policies Provides a common language Developmental assets are focused on Fosters a positive learning community that promotes student self-esteem, motivation and good citizenship

10. In Reclaiming Youth at Risk, Brendtro, Brokenleg and Van Bockern (1990) use the symbolism of the medicine wheel to describe "The Circle of Courage". This circle entwines central tenets of belonging, mastery, independence and generosity; all components being equally important.

11. Spirit of Belonging “all belong to one another and should be treated accordingly” Abraham Maslow's theory of human needs says that a sense of belonging must be attained before self-esteem and self-actualization can be realized. As a student is drawn into the circle in the Spirit of Belonging, a relationship is established which is based upon mutual trust and respect. Educators are seeking to rekindle a sense of shared community and employ cooperative strategies of learning. The ultimate display of belonging is behaviour. A child really belongs when they act like they belong! They are likely to be loving, friendly and cooperative. “Bird Family” Norval Morrisseau Imbalance in the Spirit of Belonging Some children pursue artificial or distorted belongings if the need is not being met by families, schools and neighborhoods. Others are reluctant to form human attachments (rejected, lonely, isolated, distrustful). Mending unmet needs in belonging can be addressed by corrective relationships of trust and caring.

12. Spirit of Belonging “all belong to one another and should be treated accordingly” How do we (or how can we) as caregivers treat each other with belonging? How do teachers create a sense of belonging in their class? How do they model belonging to the students? -create a cohesive classroom environment where each student can feel like an important member (greet each student daily, know all names, students help create classroom environment) -treat each student in a respectful manner and give positive encouragement -celebrate differences, recognize individuality and creative talents -make sure your expectations are very clear so students understand classroom expectations -provide cooperative opportunities/ teach cooperation -be specific when reinforcing a student’s positive behaviour -with discipline and behaviour, focus on the deed not the doer How do teachers expect students to show belonging? How do you as a parent or guardian expect your child to show belonging?

13. “Dancing” Leland Bell Spirit of Mastery “ when success is met, the desire to achieve is strengthened” Someone more skilled than oneself is seen as a model, not a competitor. With the Native American approach to mastery, adults recognize that all students can learn and each student must be given the opportunity to demonstrate competence in some area. Success and mastery produce social recognition as well as inner satisfaction. Without opportunities for success, students tend to express their frustration and lack of self-worth through inappropriate behaviours. Learning that is connected to the everyday life of the student and opportunity for student collaboration provide very powerful intrinsic motivators. A child who experiences mastery is succesful, motivated, persistent, problem solving and creative. Imbalance in the Spirit of Mastery Some children seek to prove their competence in distorted ways or give up on difficult challenges. Others become overachievers and cheat to gain what they want. The remedy—involvement in a non-competitive environment with abundant opportunities for meaningful achievement and modeling.

14. Spirit of Mastery “ when success is met, the desire to achieve is strengthened” How do we (or how can we) as caregivers provide opportunities to support and encourage mastery? How do teachers provide opportunities for mastery in their class? How do they model mastery to students? -goal setting and reflecting, help students set realistic goals -provide opportunities for sharing talents -focus on strengths -provide choice and relevant learning opportunities in learning contracts -connect classroom learning with student’s personal lives -make sure each student experiences success in something -teach students problem solving strategies, teach students to solve problems through collaboration -encourage students to take on challenging tasks -consider alternative assessment to recognize the many facets to evaluate learning How do teachers expect students to show mastery? How do you as a parent or guardian expect your child to show mastery?

15. “My People’s Freedom” Johnny Marceland Spirit of Independence “principle of guidance without interference; blending autonomy with belonging” In contrast to obedience models of discipline, Native teaching is designed to build respect and teach inner discipline. In place of rewards and punishments were modeling, group influence, discussion, and positive expectations. Student empowerment is required to foster the belief that a student is in control of the learning process and their behaviour. This sense of autonomy is a powerful intrinsic motivator. Children first need to be dependent, learning to respect and value the wisdom of "elders". This involves communicating to children the effect of their behaviour on others while fostering empathy and responsibility. A child who experiences independence is likely to be confident, responsible, self-discipline and shows leadership. Imbalance in the Spirit of Independence Fighting against feelings of powerlessness, youth assert themselves in rebellious and aggressive ways or become the pawns of others (lack confidence, submissive, irresponsible, helpless, easily led). The solution- provide opportunities to develop confidence, self-discipline and positive leadership skills.

16. Spirit of Independence “principle of guidance without interference; blending autonomy with belonging” How do (or how can) we as caregivers provide opportunities for independence? How do teachers model independence to students? How do they provide opportunities for students to develop independence? -assign classroom jobs -encourage students to make positive choices, help students develop inner self discipline, teach alternative behaviours to improve personal control -provide leadership opportunities -train students how to study and learn (learning contracts), learning becomes the responsibility of the student and they are held accountable -confront students with issues of personal responsibility -model decision making and involve students in participatory decision making -give students opportunities to work things out in their own matter (problem solving) and have students face the consequences of their behaviour How do teachers expect our students to show independence? How do you as a parent or guardian expect your child to show independence?

17. “Caring for One Another” Leland Bell Spirit of Generosity “always share generously without holding back” The highest virtues in Native culture are generosity and unselfishness. Things are less important than people, and the test of one’s right values was to be able to give anything without the pulse quickening. There is a responsibility to consider the welfare of everyone in the community. Self-esteem and self- worth are greatly increased by learning to help others. A feeling of pride and joy is experienced by helping others. The help given must be genuine and not equated with personal gain. Students should be encouraged to get involved in the school community through a variety of service projects. Teachers and parents are challenged to counter the contemporary attitude of “looking out for number one.” A generous child is likely to be caring, sharing and supportive. Imbalance in the Spirit of Generosity Without opportunities to give to others, some become involved in pseudo-altruistic helping or are locked in servitude to someone (selfish, disloyal, anti-social, exploitative). The antidote—experience the joy of helping others.

18. How do (or how can) we as caregivers show generosity? How do we as teachers model generosity to our students? How do we provide opportunities to develop generosity? -provide opportunities for school community service -acknowledge random acts of kindness -provide opportunities for peer mentoring and tutoring -understand that students may express themselves in different ways -foster cooperative interpersonal relationships -encourage students to be a good listener and good communicator -encourage students to express their opinions (circle meetings) How do teachers expect students to show generosity? How do you as a parent or guardian expect your child to show generosity? Spirit of Generosity “always share generously without holding back”

19. “ DISCOURAGEMENT IS COURAGE DENIED. When the circle of courage is broken, the lives of children are no longer in harmony and balance.” A happy and well-adjusted student has a healthy balance in the four values of the Circle of Courage. The unhappy student has an imbalance in one or more of the four values which is observed as inappropriate behaviours. The effective caregiver learns to read beneath these behaviours in order to discover its meaning. One cannot mend the circle without understanding where it is broken. Helping a child to identify and balance his/her values is attainable with positive support from the teacher, students, staff, and parents. Mending the Broken Circle

20. “The circle is a sacred symbol of life… individual parts within the circle connect to each other part and what happens to one, or what one part does, affects all within the circle.” Virgina Driving Hawk Sneve “Calling of Spirits” Tom Greene