Lessons through stories
This teaching method can act as a continuation of the “Relational” points, having outside community members in the classroom. Stories can engage students, improve listening skills, and help grow the classroom community in a positive way. Further, they act as an entertaining method to explore varying outlooks of the world, its histories, and its peoples. Stories as a learning tool can:
- be used by anyone (teacher, student, community member, Elder, etc.) and make a great entertaining way to connect a lesson to real life. Stories can be drawn from real lived experiences which can demonstrate lessons through other’s actions. The more connected the story is to the lives of the students and in a local context, the greater potential for connection.
- demonstrate a lesson through metaphors or symbolism, often depicting histories, lineages, folklore, and exploring the consequences of one’s actions in a fun and engaging way. Many societies, including Indigenous ones, share stories to pass on information from generation to generation.
Elders and Knowledge Keepers and stories
Inviting Elders and Knowledge Keepers into classrooms/shops to share stories and lessons can connect Indigenous and non-Indigenous students to the local indigenous peoples while teaching valuable life lessons. Elders/Knowledge Keeper stories can:
- help break down stereotypes and walls between communities and make room for more mutual understanding and care.
- share stories and lessons from a local Indigenous point of view, creating an opportunity to explore learning outside a Western scope.
Elder’s and Knowledge Keeper’s stories may not have a ready moral or summary given at their story’s conclusion, unlike many Western style fairy tales. Students should be made aware that it may be expected of them to think on the story and draw their own conclusions and meanings.
It should be noted that some stories and lessons told by Elders and Knowledge Keepers are considered sacred and should not be shared by others. They should not be repeated or recorded unless permission is given. Sacred teachings are traditional knowledge that are passed on to others through ceremonial protocols by Elders, traditional teachers, and Knowledge Keepers. The Indigenous knowledge they hold and share is held in trust for the community with the expectation that they abide by their knowledge’s cultural protocols (Wemigwans, 2018). Sacred knowledge differs from personal knowledge, which is not bound by community protocols like sacred teachings. It is acquired by the individual through educational pursuits, natural talents, personal experiences, and spiritual knowledge learned through dreams, visions, intuitions, and meditation (Wemigwans, 2018).
Learning/talking circles and story telling
Learning/talking circles are a method for students to hear/see each other as equals and share their thoughts and feelings on a particular topic (context and course dependent). They can be used to accomplish many goals from peer/self assessment, to project/lesson debriefing, to discussing pertinent topics related to a project/lesson. A basic format for a learning/talking circle is as follows:
- have students to sit in circle so that all are positioned in a way that all are equal, and all can be seen/heard by everyone else. This practice creates an environment for students to share thoughts/stories/experiences and reflect on their work with their peers in a non-judgemental manner.
- the teacher or group leader introduces a topic to be discussed. The subject should be explained by the leader/teacher if it requires some clarification or setup.
- an object is sometimes used to demonstrate who is currently supposed to be talking. Only the object holder may speak while everyone else listens intently. This will help prevent side conversations or people speaking over each other.
- everyone should get an opportunity to speak if they wish to or pass if they don’t. The object can be passed around multiple times so that everyone gets a chance to speak their mind.
It should be known by participants that all opinions and speaking time in the circle need to be respected. Also, students should not share information spoken about in the circle outside of the classroom, respecting the thoughts and feelings shared by others in a moment that should feel safe and caring.
Example: a learning circle could be used before a session of hand carving. The subject discussed could be the importance of being patient or mindfulness, both skills that can be helpful in preventing injury and mistakes when carving. Students can share stories of when patience was needed in their lives or when keeping their attention on the task at hand was important. Often it is good practice for the teacher/leader to start off the circle to set the pace and expectations.
More information on learning/talking circles can be found at First Nations Pedagogy.