Goulet & Goulet (2014). Weechihitowin, Helping and Supporting Relationships: The Foundation. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

Goulet, L. M., & Goulet, K. N. (2014). Weechihitowin, Helping and Supporting Relationships: The Foundation. In Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies (pp. 98–112). University of British Columbia Press.

[“It Wasn’t Math, It Was Relationship Building.” Narrative by Calvin Racette. (p 98) …]

[“Category 1: Relationships with Indigenous Students” (p 105) …]

“Teachers emphasized the importance of close, personal relationships with students as opposed to being distant and formal. … Relationship building in this study was achieved through various means: in one-on-one interactions outside of teaching in the classroom, such as at recess or noon hours; in informal settings, such as coaching or supervision of extracurricular activities; and outside the school in informal community interactions or at community events.” (p 105)

“The category of developing relationships has four subcategories: believing in the student; developing close, personal bonds; valuing the individual and his/her culture; and building reciprocal respect and trust.” (p 105)

[“Believing in the Student” (p 105) …]

[“Believing in the Student’s Ability to Learn” (p 105) …]

[“Believing in the Student’s Ability to Change” (p 106) …]

[“Developing Close, Personal Bonds” (p 106) …]

[“Genuine Caring” (p 106) …]

[“Showing Humanness” (p 107) …]

“When teachers were open about their personal lives, students saw the teachers as regular people. … Teachers shared some of these ups and downs with students, in part, so students wouldn’t feel so isolated or alone in facing their own problems.” (p 108)

“Effective teachers were open about mistakes they made with students in order to illustrate that everyone makes mistakes.” (p 108)

[“Valuing the Individual and His/Her Culture” (p 109) …]

[“Each Student Is Special” (p 109) …]

[“Respecting Indigenous Culture” (p 109) …]

“However, none of the teachers in this study used Indigenous spiritual ceremonies as part of their teaching. One Indigenous teacher mentioned spiritual practices only to indicate that although she herself participated in ceremonies, she was not comfortable teaching traditional ceremonies in school, in part because she believed she was not knowledgeable enough.” (p 109)

[“Building Reciprocal Respect and Trust” (p 110) …]

[“The Value of Respect” (p 110) …]

“Trust was also related to setting and enforcing clear expectations and boundaries for performance and behaviour. Students needed to trust that a teacher would be firm in dealing with inappropriate behaviour, impose fair consequences, and follow up.” (p 110)

[“Equitable Leadership” (p 111) …]

[“Consequences of Connected Teacher-Student Relationships” (p 111) …]

“If the teacher can admit to making mistakes, students can also make mistakes and, if necessary, be given a second chance. … Learning that mistakes are part of the human condition allows students to make academic errors without embarrassment and the fear of being labelled.” (p 112)

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