Learning involves recognizing the consequences of one's actions

An Elder we were working with asked me how I would teach my son or a nephew. Would I assume that they came with baggage? Would I respect the impact that their family, history, or personal challenges, and respect that these all have an impact on their learning?

My response was, “Of course.” I would know that person’s history or their potential challenges and would nurture that whole individual as a being with mental capacity, emotional needs, physical realities, and spiritual beliefs.

This Elder then pointed out, that when I teach a client, I hide behind a desk or behind my role. This was a major turning point in my seeing the difference between how the European tradition of education was different from the Indigenous traditions in our area. We see our role as teacher. When we are teaching, we as teachers, separate from our story as an individual. We expect our learners to come ready to learn.

Our impacts on our community are a reflection of our own wellness and vice versa.

Teaching an individual means meeting the needs of the whole individual: mental, emotional, physical, and spiritual. This concept, stemming from the Medicine Wheel teachings, asks us to realize that the balanced human being can learn by cause and effect. Being balanced and whole allows us to see our impacts on ourselves and the community around us.

Each of us is on a journey that involves learning how individual wellness is dependent on ‘wholeness’. By extension, the Medicine Wheel teaches us that our individual wellness benefits the community. And community wellness is dependent on individual wellness.

  Reflections Worksheet: Mentorship and Community Support

Mentorship Strategies to Support Learners and Community

• Create mentorship relationships wherever possible. Your students can mentor each other. This teaches confidence and helps them see their interrelated role with the community.
• Realize that you are an instructor and a mentor. Your advice is not needed but your example is.
• Bring in Elders to create a sense of family and mutual support.
• Realize your relationship with the student will allow you to hold students accountable. Be gentle and kind.
• Ask for learners’ stories about learning, they will tell you what works and what doesn’t.
• Set priorities with students. They can tell you what their most immediate goals are. Help them achieve their goals.
• Commenting directly on an issue or challenge is not appreciated.
• Help individuals with referrals and advocacy.
• Invite Elders and community members in to form relationships with students.
• Get to know your students in casual environments.
• Have a round table in your office to meet students around.
• Have coffee available and food to create informal, homey opportunities.