Goulet & Goulet (2014). Weetutoskemitowin, Working Together: Social Systems. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

Goulet, L. M., & Goulet, K. N. (2014). Weetutoskemitowin, Working Together: Social Systems. In Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies (pp. 113–132). University of British Columbia Press.

“In Category 1, described above, we saw that _otootemitowin_ (being open and diplomatic) by the teacher facilitates close, personal teacher-student relationships between the teacher and individual students. In Category 2, explored below, the teacher emphasizes _weetutoskemitowin_ (working together) by doing activities to develop the values and skills for open, respectful social relationships among students.” (p 113)

[“Creating Classroom Learning Communities” Narrative by Angie Caron. (p 113) …]

“Sometimes, depending on your administrator, these activities can be looked upon as you not being a responsible teacher. As a teacher, I have to explain my philosophy and the relationship of this practice to student learning so that when what I am doing with my class looks different than the norm, it is not misinterpreted. Others may see it as me not doing my job, but I see developing relationships with my students and helping them to build a community of belonging as the most important part of my job because it facilitates effective teaching and learning.” (p 119)

[“Category 2: Relationships among Students” (p 120) …]

“(In this book, we use the term spiritual development in the way it is often used by Elders when referring to the development of children. Spiritual development is seen as ‘becoming a [page break] good human being’ [the late Elder Bea Lavallee].)” (p 120-121)

[“Safety and Belonging” (p 121) …]

[“Valuing Indigenous Culture” (p 121) …]

“The use of Indigenous language in the classroom varied depending on the fluency [page break] of the teacher and the students. Where both the teacher and the students were fluent speakers, the Indigenous language was used to visit with students, explain concepts, or clarify instruction given in English. Where children were not fluent, teachers would use phrases the children could understand in classroom communication or as part of the curriculum (Goulet 2005, 20).” (p 121-122)

“The use of Indigenous language, patterns of communication, and incorporation of Indigenous knowledge and values in the class created a sense of familiarity and belonging, so that students would be open to learning.” (p 122)

[“Belonging in the Physical Space” (p 122) …]

[“Social Safety” (p 123) …]

[“Positive Emotional Growth” (p 124) …]

[“Teacher Awareness of Emotional Issues” (p 124) …]

[“Respectfully Accommodating Emotional Stress” (p 124) …]

[“Expressing Stress Appropriately” (p 125) …]

[“Social Skills for Working Together” (p 127) …]

[“Respectful Social Behaviour” (p 127) …]

[“Group Skills” (p 128) …]

[“Leadership Skills” (p 129) …]

[“Shared Leadership” (p 130) …]

[“Situational Leadership” (p 130) …]

[“Joint Authority” (p 131) …]

[“Consequences of Developing Relationships among Students” (p 132) …]

“The conditions for _tipenimisowin_ (independence and self-determination) were created as teachers shared authority and leadership with students in the class. Having some independence and responsibility meant the teacher’s use of management techniques and interventions were reduced and learning time was increased, as was student engagement in learning.” (p 132)

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