Session_01 - ONLC – Ontario Native Literacy Coalition

Transcription

29
S E S S I ON 1
Speaking and Listening
30 Facilitator’s Notes
SESSION 1
Facilitator’s Notes
The materials in the Facilitator’s Notes are for your use ONLY.
They are not to be given directly to participants or copied for their use. This is particularly
true for the Medicine Wheel Teaching.
If there is no Elder who can share their own Medicine Wheel Teaching or local traditional
belief, we recommend that you draw the wheel itself on a flipchart or white board and
then either read or paraphrase the words of the Teaching with your group. Let the group
know there are many ways to interpret the Medicine Wheel and that this is only one of
those ways.
SESSION 1
Me d ic in e W heel
Hearing Skills
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SESSION 1
Medicine Wh e el TEACHI NG
Hearing Skills
Elder Vera White Eyes Jones said it is not about listening; it is about hearing. Anyone can
listen to something but to really hear what is being said is the key.
She used the Medicine Wheel to show the different types of sounds that the Native culture
has. Each one has its own rhythm, its own language and its own way of helping us hear.
North — Our songs
Traditional Native songs are related to the world around us and give us a special way to
hear the words of the world — the heart beat of the drum echoes Mother Earth while the
words, rhythms and melodies of the songs help us ‘hear’ about life and nature.
East — Our people
The words of our people have their own rhythm and sounds that are linked back to
the Native languages. Even if people no longer speak their mother tongue, the lilt and
intonations are still there in the way they speak English. The oral tradition of listening to
people speak the stories plays an integral part in passing along Native traditions, culture,
and values.
South — Our chants
When we chant we open ourselves to the pulses of the Earth and the Universe. We
celebrate being alive in the moment. We celebrate being the voice and breath of the union
of Nature and Spirit, and we uncover the authenticity we need to go forward in our daily
lives.
West — Animals
Our footsteps, as we walk in the woods, speak a language that is all their own. So do
the calls of the birds and sounds the animals as they go about their lives and as they
communicate with each other.
SESSION 1
Backgrounder on Story-telling
Story-telling is an oral tradition passed on from one generation to another. Traditionally,
stories and story-telling were very important in passing information from generation to
generation because, prior to European contact, Native people lacked a formal system of
writing. Philosophy, spiritual beliefs, morals, customs and ideas were passed on by means
of the spoken word. Memory was the vital component of the story-telling process. The
stories were memorized and repeated, sometimes changing each time they were told,
but the special stories about claims to clans, crests, Native names, territory, the origins of
sacred ceremonies, and especially the Creation legend, were told with great precision.
For thousands of years this sacred and traditional knowledge was held in trust by the
Elders and Medicine People. Elders were highly respected and valued as a direct link to
their people’s heritage and traditions because their wisdom and ability created continuity
that tied the past to the present and the future. It was the responsibility of the Elders to ensure the accuracy of the stories. Elders also
chose those in the tribe who would carry it on, and then instructed them accordingly. The
meticulous telling of these stories was vital because they often represented the historical
record, and therefore accuracy was essential to the legal legitimacy of claims. They formed
the social, political and economic bases of tribal cultures and, as such, the spoken word
was equivalent to the European style of written contract.
Stories also were, and still are, used to entertain listeners of all ages, to instruct the
young and to preserve history, rituals and beliefs. They are told during the long, cold
winter nights when everyone is craving stimulation, wanting something to spark their
imagination.
Many Aboriginal Nations believe that stories based on fiction should not be told during
the summer. Summer is the season when people are supposed to use their time as well as
possible. It is the time for hunting and gathering to ensure the people have what they need
to survive the winter before the first snow falls. During the summer, spirits are about and
may take revenge on people who tell stories that are damaging to them. Animals may also
overhear and be offended by the stories when they are roaming in the summer.
Stories lose meaning when translated from their original language. Meaning is also lost to
people of other cultures. There are images, suggestions and associations in these stories
that mean nothing to the outsider but are apparent in the minds of Aboriginal people.
The connection to nature, to the Great Spirit or Creator, and to other peoples is part of
Native culture and is reflected in the stories that are told to children from the time they
are born.
Stories, and the story-telling tradition, allow Native people to understand their history
within the context of the natural world. Stories help define individual identity, the family,
the clan, the village, and the environment.
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SESSION 1
Discovering Essential Skills
If your participants haven’t yet been introduced to
the concept of Essential Skills, it will be useful to
do so in your first or second session together.
ES Flash
Each session in this Native Family Literacy
parenting program includes an Essential Skills
mini-lesson — the ES Flash. Introduce it after the
main part of the session has been covered. There
are many ideas and emotions for participants
to explore in each session, so give them enough time to do so comfortably. With some
groups, you may decide to save the ES Flash for the beginning of the next session and use
it to review what was learned.
The first ES Flash introduces the topic of Essential Skills. It asks participants to think of
skills they are already using in their daily lives.
The other ES Flashes describe specific Essential Skills and draw attention to how they’ve
been used in the session. They give pointers on how we can build on a particular skill in
ourselves and how we can help our children to develop their skills.
The activities some of the mini-lesson are presented at two levels of difficulty —
corresponding to Essential Skills Levels 1 and 2. You should use your own judgment as
to what you think is appropriate for the participants in your group. Each person is an
individual; few people have the exact same skill profiles. One person may have strong
writing skills but may struggle with math. Another may have a lot of trouble reading
a short article from the newspaper, but may be great at getting information from a
brochure or a web page. Just because a participant is in LBS level 1 or 2, don’t assume
that all their Essential Skills are weak. And here’s another plus about studying Essential
Skills — someone who has always seen herself as ‘not good at school’ comes to realize that,
although she may be a poor reader, she’s a great problem solver, or oral communicator, or
team player. Labelling these skills gives them more credibility.
SESSION 1
What are Essential Skills?
ES Flash
To demonstrate how Essential Skills are the
foundations on which other skills are built.
1 You will need objects to use as building blocks, about 27 of them. They can be any of
these:
®® children’s
blocks
®® small
pieces of wood
®® small
flat stones
®® books
®® small
®® any
boxes (e.g. toothpaste, tea bags)
combination of the above
(If you prefer, you could draw each piece on a flip chart as you talk to the group.)
2 Gather real-life examples of activities to represent the Essential Skills. See the chart on
the next page for ideas.
3 Write the names of the nine Essential Skills on separate pieces of paper or card so that
you can stick each one on the board or wall as you introduce it. If possible, also write
the skill names on the building blocks themselves.
4 Explain to the group that you are going to build a model with their help.
5 Start by arranging the Essential Skills blocks on the bottom layer. For participants who
need it, point to the words and sound them out so they can more easily remember and
read them later. As you place each one, explain what it means. Show real examples.
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SESSION 1
Essential Skill
Description
Examples
Reading text
Understanding books, articles or
letters. Text is in the form of sentences
and paragraphs.
a children’s book,
a newspaper
Document use
Getting information from drawings,
signs, forms or labels.
a form, a map, a
diagram
Writing
Writing using a pen, pencil, typewriter
or computer
a phone
message, a letter,
a résumé
Numeracy (Math)
Any time we calculate on paper or in
our heads, measure quantities, count or
make a rough estimate.
a calculator, a
tape measure,
coins, a recipe
Oral
communication
Giving and getting information in
person or on the phone. Reassuring
someone who is upset. Explaining how
to do something.
a phone, a
picture of two
people talking
Thinking Skills
Working out what to do if something
needs to be fixed. Solving problems.
Choosing the best route to take
when in a hurry. Finding information.
Memorizing important facts.
a broken toy,
a 911 sign, a
phone book
Working with
others
Getting along, helping, asking for help,
co-operating. Working independently
when it’s necessary.
a pack of cards
or a board game
Computer use
Getting information from a computer,
e.g. the Internet. Writing a letter or an
e-mail.
a computer disk,
a cell phone
Continuous
learning
Being willing to learn new things.
Taking a course, like this one. Seeking
out information on your own.
Ask for examples
from the group.
SESSION 1
6 When the foundation layer has been laid and explained, ask participants to give
examples of how they use some of these skills now in their daily lives. Remind them
that many daily tasks require a combination of several Essential Skills. Don’t worry if
they can’t think of examples for all the Essential Skills. For each example given, put
another building block on top on the first layer. These examples become the second
layer. They don’t have to be laid in any special order.
7 Finally, for the top layer, ask participants to say what they would like to be able to do
in the future. In other words, if they work at improving their skills, what goals do they
hope to achieve? Answers here could be as broad as ‘Get a good job’, or as specific as
‘Read this book to my child’.
8 When the activity is finished, put the signs with the skill names somewhere in the
room so they will be visible in later sessions.
8IBU*IPQFUPEPJOUIFGVUVSF
8IBU*DBOEPOPX
5IFGPVOEBUJPOTLJMMT
Note!
If you think this is too much information to give all at one time, split this activity into
two. On the first day, build a model with Reading, Document Use, Writing and Numeracy
as the building blocks. On the second day, build another with Oral Communication,
Thinking, Working with Others, Computers and Continuous Learning.
Follow-up Activities
The following two worksheets are optional. Use them if there is time and interest.
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SESSION 1
Match the skill to the picture.
Reading Text
1
Document Use
2
Writing
3
Numeracy
4
Oral Communication
5
Thinking Skills
6
Working With Others
7
Computer Use
1
Continuous Learning
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SESSION 1
Essential Skill
Reading Text
Document Use
Writing
Numeracy
Oral
Communication
Thinking Skills
Working With
Others
Computer Use
Continuous
Learning
An example of how you
use this skill now
An example of how you
would like to use this
skill in the future
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SESSION 1
AGENDA — Session 1
1 Welcome and warm-Up
2 Overview of ground rules and journals
3 Medicine Wheel Teaching and Story-telling
4 Presentation of key words
5 How do some people make us feel good?
Concept:
We are most comfortable with people who listen to us, who accept us as we are, who
respect and encourage us and who like the same kinds of things we do.
6 Listening for feelings.
Concept:
To listen for feelings, we need to pay attention to what is happening behind the words.
7 Name feelings.
Key Concept:
It is important to listen to all the ways a child communicates, not just to what they are
saying, so we can respond in a way that makes the child feel understood.
8 “I” messages
9 Things to do at home
10 Summary
SESSION 1
Objectives:
1 To develop an understanding of active listening skills and identifying feelings.
2 To introduce vocabulary appropriate to the key concepts of the session.
3 To reinforce story-telling traditions and increase awareness of Medicine Wheel
Teachings.
4 To practise communication skills with others in the group.
5 To practise reading, comprehension, and writing skills.
Materials Needed:
 Medicine Wheel graphic
 Talking Stick or Feather
 flip chart
 session completion certificates
Handouts:
1 Key Word families
2 Listen for feelings
3 Facial expressions
4 Naming feelings
5 Naming feelings summary
6 Sensitive listening
7 “I” messages
 materials for Smudge Ceremony
 materials for Story-telling Bag
 markers, pens, pencils, and paper
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SESSION 1
Procedures
1 WELCOME AND WARM-UP
Welcome the participants as they arrive and encourage them to sign in on the attendance
form and to make nametags for themselves using their first names.
Whenever possible an Elder opens the session with a prayer and smudge
ceremony. The use of sage or sweetgrass is encouraged if appropriate to the
location of the program.
If no Elder is available an Opening Prayer has been provided in the facilitator’s
resource section in Appendix ‘A’ at the end of this manual.
Introduce yourself briefly (background, names and ages of children) and give a short
introduction to the Completing the Circle: Teaching Our First Teachers program.
Ask participants to give their names, their children’s names and ages, their Nation, and to
say hello to the group. If anyone speaks in their Native tongue they should be encouraged
to do this using words and gestures.
2 OVERVIEW OF GROUND RULES AND JOURNALS
Review the ground rules (found in the Introduction), stressing that all opinions will be
listened to and that there are many different ‘right’ ways to deal with our children.
Encourage the participants to write in their journals, even if it is only a couple of
sentences.
Remind them that everything said in the group is confidential.
3 MEDICINE WHEEL TEACHING AND STORY-TELLING
The Elder should be invited to share a local Medicine Wheel or Traditional Teaching
related to the topic of this session. If no Elder is available, you may use the Medicine
Wheel Teaching provided in the Facilitator’s Notes for this session by drawing the wheel
itself on a flipchart or white board and then either reading or paraphrasing the words of
the Teaching with your group. Let the group know there are many ways to interpret the
Medicine Wheel and that this is only one of those ways.
SESSION 1
The important role that the Medicine Wheel plays in understanding our world should be
stressed as well as its historical significance in the Native culture.
Point out that the Medicine Wheel is used throughout the Completing the Circle
program to establish or restore the balance in given situations.
Each session begins with an Aboriginal story relating to the theme. The story may be
read by the facilitator, the Elder, or a participant. See the Appendix for the story entitled,
“Napi’s Eyes”.
Note!
Make sure the person who is asked to read is comfortable with the idea of reading to the group
and has been given time to practise the story beforehand.
Facilitators are encouraged to modify the procedures used in the following
activities to accommodate the ability and size of their group.
A background piece on the importance of story-telling in the Aboriginal culture can be
found in the Facilitator’s Notes for this session.
Story-telling has always been a vital part of the cultural identity of the Aboriginal peoples
of Canada. Stories were told to teach lessons, to give warnings and to keep history alive.
Imagine the richness of a culture that used stories not only to entertain, but to teach.
Stories could bridge the gap between generations and transport the young people to a
place that they might never experience for themselves, just as T.V. or movies do today.
Family Story-telling Bag
One of the best ways for parents to involve themselves with their children is through the
oral tradition of story-telling.
Making a Family Story-telling Bag is an excellent way to encourage adults to be creative
and involved in story-telling, especially if they do not feel comfortable reading books
because of literacy challenges.
A Story-telling Bag can be made with a bag, box, basket, or any other container. After
selecting a container, choose a dozen or so everyday items and add these to the bag. These
items can be added to or changed from time to time.
To use the Story-telling Bag, a person pulls something out and begins to create a story
around the item, pulling out additional items as needed to keep the story going.
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SESSION 1
When using a Story-telling Bag at home, children may be asked to pull out the items
around which their parent will weave a story. As the children become more familiar with
the process they may become the story-tellers too.
Other ideas for keeping the Oral Tradition alive:
1 Parents tell their children stories about when they were growing up.
2 Parents tell stories about when the children were born and their early years — things
the children have no memories of.
3 Parents tell their children traditional stories about their culture and traditions. These
could be stories they remember from their past or they can re-tell the stories associated
with each of the sessions.
4 Parents go through their family photos and tell their children stories about each one,
such as, who is in the picture, how they are related or associated with the family, what
was happening that day, things that happened before or after the picture was taken, etc.
5 Parents or children draw a picture and create a story around it.
6 Parents use a picture book to create a story based on what they see in the picture, even
if they are not able to read the words the author wrote.
4 PRESENTATION OF KEY WORD FAMILIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Each session in this Native Family Literacy program has a list of key words which
introduce participants to many of the things they learn about in the session.
feel
feels
feeling
feelings
felt
listen
listens
listening
listened
mood
moods
moody
upset
upsets
upsetting
frustrate
frustrates
frustration
frustrating
Explain to your group that the word at the top of each list is the root word. Other words
can be made from the root word by adding word parts or by changing the word in some
other way. Together they form a word family.
When you’re learning new words, it’s useful to think of them in families because you get
more mileage out of your learning that way.
SESSION 1
Write these word pairs on the board or flip chart and ask the group to look closely at
them.
feel – feeling
listen – listening
frustrate – frustrating
upset – upsetting
Ask which word loses a letter when ing is added.
When they find that it is the word frustrate, and it has lost the letter e, tell the group that
they have just identified a useful spelling rule:
When you add ing to a word that ends in e, you drop the e.
Different word families have different rules, just like different human families!
If time permits, the facilitator may take a few more words from the story ‘Napi’s Eyes’ and
ask participants to re-write the word with ing on the end.
take, enjoy, look, have, pull, remove, notice, cry, tease
(Be and see are exceptions that don’t follow this rule.)
5 HOW DO WE FEEL WHEN WE ARE TALKING WITH SOMEONE?
Exploring Our Feelings
Working in pairs, ask participants to talk to each other about the following scenarios.
Allow time for both members of the pair to share their ideas about each scenario before
moving on to the next.
Think about a time when you were talking with someone and they didn’t seem to be
listening to you. What did they do that made you feel that they were not listening to you?
Think about a time when you were talking with someone and you could tell that they
were listening to you. What did they do that made you feel that they were listening to
you?
How do you feel when someone is not listening to you?
How do you feel when someone is listening to you?
How can you show people that you are listening to them? How does it make someone feel
if you show that you are listening to them?
After sharing in pairs, ask the group as a whole to share some of the ways people make
us feel that they are listening, and some ways that people make us feel that they are not
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SESSION 1
listening. Record their responses on two sheets of flip chart paper using the following
format:
I think that someone is
listening when
I think that someone is
not listening when
This makes me feel
This makes me feel
6 LISTEN FOR FEELINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Read through the cartoon with the group. Ask them to turn to their partners again and talk
about:
1 How is the boy who is sitting down feeling? What mood is he in?
2 Is the other boy listening to him?
3 What could we write in the next cartoon?
You could write these questions on the flip chart and read them to the group before
breaking into pairs. After the pairs have had time to talk about the questions, bring the
group back together and read the questions again, asking for responses.
Give lots of praise and encouragement for their ideas. Let the group know there are many
ways to complete the cartoon.
Ask the group:“Why is it important to listen to our children?”
When we listen to our children, we listen to their words and also to their feelings.
As you go through the next section you may want to let your learners know that while
most of the time they should be honest and open about their feelings, there are times
when it is all right for parents to hide their feelings, or at least not fully disclose their
feelings, from their children. Discuss when and why this might be so.
SESSION 1
7
NAMING FEELINGS
What Our Faces Say for Us
“Our faces show people how we feel, even when we do not use words to tell them. When
we use our faces to show how we feel, this is called facial expressions. Let’s work in pairs
and look at some pictures of people in magazines and newspapers. Cut out pictures of
people who are showing how they feel by their facial expressions. Glue them onto a piece
of flipchart paper and print the ‘feeling’ word under each of them.”
After the group works in pairs, have each pair share their flipchart and explain:
Why they picked each picture?
How they can tell from the facial expressions what feeling is being expressed?
Ask one or two participants who are comfortable with to role-playing to mime the facial
expressions they would use to show:
happy
sad
angry
frightened
worried
bored
surprised
Facial Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Ask the group to think about some of the feelings or moods their children have. They
should circle these feelings as you read through the handout.
Now ask them to underline a feeling they had yesterday.
Everyone draws a frustrated face. Then they complete the other empty face with a feeling
not yet shown on the page, a feeling they or their child has had.
“We can be better listeners if we listen for our children’s feelings and moods. We can help
our children learn about feelings by naming their feelings.”
Example: Louise was angry because her friend Mary grabbed the toy she was playing with
and ran away.
Louise’s parent says, “I see that you are angry about losing your toy. It’s frustrating and
upsetting when Mary grabs your toys. Let’s talk about how you can deal with this problem
when it happens.
Ask the group:
“How do you know for sure how someone is feeling?
“You can ask them.”
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Naming Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
“We are going to practise listening for feelings. Let’s read through the examples on the
handout together.
Now partners do the following:
Try to guess the mood or feelings the child might have.
What could the parent say to the child to help the feeling?
Act out the examples: one person is the child, the other the parent.”
Bring the group back together. Have each pair read or tell their examples, the feelings they
chose and what the parent could say to name the feeling. Remind the group that there are
lots of right answers.
You could ask: “How did it feel to be the child and have someone name your feeling?”
The Naming Feelings — Summary handout can be used by the participants to summarize
this exercise if the reading level is appropriate to the group. You may also use the examples
shown there to provide the summary out loud.
The next activity would be suitable for parents who have teenage or pre-teen children.
Sensitive Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Have the participants read the handout or read it with them.
In pairs, ask both participants to think of a situation where they used sensitive listening.
Instruct one person to be the teen while the other practises the listening strategies. Tell
them that they may bounce from one to another — possibly starting with paraphrasing,
moving to silence, and then responding to the underlying feelings.
After giving enough time for this exercise, have them share how they felt.
Generally the listeners express some discomfort. Explain to them how everything feels a
little uncomfortable the first time we try it. Remember the first time you drove a car? You
were uncomfortable — right? But now you can drive from one place to another and not
even remember how you got there — right? Ask participants to give other examples of
things they’ve learned to do.
The more you do something the more comfortable it becomes. Now ask those who were
being listened to how they felt. Did they feel encouraged to share? Did they feel “shut
down?”
SESSION 1
8 “I” MESSAGES
This exercise will give participants the opportunity to practise their writing skills by
writing “I” messages which they can later use at home with their children. It also teaches
them to explain clearly and specifically their feelings about a child’s behaviour and what
they expect of the child. When parents learn to do this, they are less likely to generalize
when correcting their children. (You’re being a bad girl!) A statement like this one does
not help a child to improve her behaviour.
Explain that the purpose of an “I” message is to help the other person hear what you are
saying and how you are feeling without making that person feel defensive.
Example: Eight-year-old Tim has left the milk out on the counter. His mother comes into
the room and sees the carton. “Tim, when I see the milk sitting out on the counter, I feel
upset and frustrated because it will spoil if it is not in the fridge. I would like you to put
the milk in the fridge as soon as you have poured your drink.” What effect do you think
this approach will have on Tim? “I” messages give the other person a clear idea of what is
expected of them in a respectful way. Hopefully, this will lead to problem-solving.
Give out handout on “I” messages and ask participants to work on it individually and
then pair off. Once they are in their pairs, each person reads out an “I” message to their
partner. Go around the room and check to see if people understand what they are to do
and whether they are writing the message correctly. Bring the whole group back together
and share some statements.
— (Adapted from Cornelius and Faire, Everyone can win. 1989)
9 THINGS TO DO AT HOME
Make time tonight to talk with your children and listen for their feelings. Name the
feeling, that is, tell them what it is called. In your journal, write down what they said
and what you think they were feeling. (Information on journaling can be found in the
Introduction.)
Use your Family Story-telling Bag to make up a story and tell it to your children. If they
are old enough, help them to choose things from around the house for their very own
Story Bag. Remember any container will do. If you do not have a bag, you can use a box,
basket or anything else that will keep the material together.
You may want to use your journal to write down what happened. Include the stories you
made up.
At bedtime tell your child a happy story. It can be a traditional story from your culture, a
story about when you were their age, or even a story about themselves — what happened
the day they were born or the day they took their first steps.
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SESSION 1
10 SUMMARY
“We have learned about the importance of story-telling and the oral tradition in Native
culture and how to speak to your children and listen to their feelings. We have also learned
that it is important for families to listen carefully to what their children are saying with
their bodies as well as with their words.”
Make a point of talking with the parents about television. Many people think that what
they and their children see on television is the same as story-telling but this is not true.
Television can certainly tell a story. But because it shows pictures of exactly what is going
on, it does not help children develop their listening skills, or challenge them to use their
memory and imagination. Real story-telling or even just having a good conversation with
a child provides a much better kind of interaction and will help children learn how to talk
quietly and respectfully, and listen actively and effectively to others.
At the end of the Participants’ Handouts you will find a certificate for
participants who have completed this session. You will need to personalize
each one with your program name, the number of hours of instruction, the
person’s name, your signature (or the Elder’s signature) and the date.
For participants who attend all eight sessions, there is a program certificate in
the Appendix.
SESSION 1
Participants’ Handouts
Key Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Listen For Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Feelings — Facial Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Naming Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Naming Feelings — Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Sensitive Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
“I” Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Session Certificate of Completion
51
SESSION 1
Key Word Families
feel
feels
feeling
feelings
felt
upset
upsets
upsetting
listen
listens
listening
listened
mood
moods
moody
upset
upsets
upsetting
53
SESSION 1
Listen For Feelings
55
SESSION 1
Feelings — Facial Expressions
57
SESSION 1
Naming Feelings
Child says:
1 Tommy didn’t invite me to his party. I hate him!
2 Why can’t we go to the rodeo?
You’re mean!
3I said a word wrong today.
Everyone laughed.
I hate school!
4I got a really good mark on my math test!
Feelings:
59
SESSION 1
Naming Feelings — Summary
Child says
Feelings
Parent Says
Example
Possible Answers
Possible Answers
1 Tommy didn’t invite
me to his party.
I hate him!
hurt
angry
You sound angry.
It hurts when a friend does that.
2 Why can’t I go to the
rodeo?
You’re mean!
angry
frustrated
You are angry, because you can’t
go to the rodeo today. I will try
to take you tomorrow.
3I said a word wrong
today.
Everyone laughed.
I hate school!
embarassed
It’s embarassing when you make
a mistake.
4I got a really good
mark on my math
test!
proud
You must be very proud.
61
SESSION 1
Sensitive Listening
!
Sensitive listening responses to the statement:
I’m sick and tired of being hassled by everyone.
Silence (quiet listening)
Parroting (repeating) — “You’re tired of being hassled”
Paraphrasing (rephrasing) — “You’ve had it with being pressured”
Acknowledging — “Oh, interesting, really, mmm, I see”
Door Openers — “Tell me more about that”, “Would you like to talk about
it?”, “Let’s talk about it”
Responding to the underlying feelings — “Do you feel that I’ve been
bugging you too much?”, “It seems you’re feeling quite stressed”, “Perhaps you
feel you need more time for yourself”
Have the participants read the handout or read it with them.
63
SESSION 1
“I” Messages
A. Under “Behaviour”, write down three things your child does that are not acceptable
to you.
B. Under “Feelings”, write down how you feel when your child does each of these
things.
C. Under “Because”, write down what might happen as a result of this behaviour.
D. Under “I want”, write down what you expect your child to do instead.
A. Behaviour
B. Feeling
C. Because
I want
Example:
When you leave
your toys on the
stairs
Example:
I feel afraid
Example:
Because someone
might trip on them
and get hurt
Example:
I expect you to put
your toys in your
room.
1
2
3
65
Signature: ________________________________
Date: ____________________________________
s Reading Text
s Problem Solving
Document
Use
s
s Working with Others
Writing
s
s Continuous Learning
Oral
Communication
s
The ______ hours of instruction in this session
included training in these Essential Skills:
session of COMPLETING THE CIRCLE program with
has successfully completed
This is to certify that:
Certificate of Completion
SESSION 1
Resource List
Resource List
Website on feelings:
http://www.kidshealth.org/kid/feeling/thought/talk_feelings.html
The Kids Health for Kids site is up-to-date and provides honest information about feelings in a language
children can relate to.
Websites on story-telling and reading to children:
http://www.civilization.ca/aborig/storytel/indexeng.html
This site has stories from the Inuvialuit, the Algonquin, the Métis and Cree, the Nisga’a, the Abenaki and
the Mi’kmaq. They are a great way to teach children about the origin of sacred objects and ceremonies,
and our relationship to the animals, plants, rocks and each other.
http://www.sasked.gov.sk.ca/docs/mla/speak014.html
Story-telling can be an enjoyable activity for both tellers and listeners and should be engaged in at all
ages. This site gives lots of information about how to get involved in story-telling by talking about what
happens before, during and after telling a story successfully.
http://www.succeedtoread.com/makeabook.html
This link takes you to simple directions for how to make books for your child but the rest of the site is
worth checking out as well.
http://www.hedgehogbooks.com/whyread.html
This is a site that sells books but they also have great information about reading aloud to your children
including answers to the question of what to do if your child is not interested in reading or listening to
stories.
http://www.starfall.com
This is another publisher’s site but it has excellent information and links to lots of very good activities
and ideas for parents and children. If your child is old enough to use a computer this would be one site
you could explore together.
http://www.readingrockets.org/article/386
This site is for teachers but it has good information for parents too. This link takes you to the ‘How Most
Children Learn to Read’ page and the side bar provides many other sections including one on s trategies
to help children who struggle with reading.
http://www.childliteracy.com/babies.html
Reading to Babies, Toddlers and Young Children — The Why? The What? and the How?
http://www.rif.org/parents
Reading is Fundamental is a site that allows parents to select the age group their children are in and get
age-appropriate materials and suggestions.
69
70 Resource List
SESSION 1
Children’s Resources and Books for Parents to Read to Their Children:
Achambault, John. & B. (1987). Knots on a Counting Rope. New York, NY: Henry Holt & Co. Inc.
High Skills Literature — More complex language
Native American. A young boy and his grandfather reminisce about the boy’s birth, his first horse, and
an exciting horse race. In this poignant story, the counting rope is a metaphor for the passage of time
and for a boy’s emerging confidence in facing his blindness.
Asch, Frank (1982). Milk and Cookies. New York, NY: Parents Magazine Read Aloud Original
Ages 2-4 years
Mama, Papa, and Baby Bear are visiting at Grandma and Grandpa’s house. They spend the night. Baby
Bear looks through the cellar door to see Grandpa feeding “a dragon” in the cellar, which is actually
a wood stove. Later Baby Bear has a dream of a dragon coming upstairs, which eats all his milk and
cookies. Crying Baby Bear is taken downstairs by his father to see “the dragon”. After that Baby Bear is no
longer afraid; he, his grandparents and his parents eat all the milk and cookies.
Behrens, June (1973). How I Feel. Chicago, IL: Children’s Press
Ages 2-6
Children’s expressions of their feelings of love, anger, joy and other emotions are reflected in
accompanying photographs.
Berry, Joy (1987). Every Kid’s Guide to Handling Feelings. Chicago, IL: Children’s Press
Teaches about feelings, comfortable feelings, uncomfortable feelings, and handling uncomfortable
feelings.
Big Crow, Moses. (1991). A Legend from Crazy Horse Clan. Chamberlain, SD: Tipi Press
Lakota Tribe. Big Crow tells the story of how Tashia Gnupa (Meadow Lark), a human child, joins
the Buffalo Nation and later returns home to become the mother of warriors. The story is from Exo
Hiktepi’s people, from his family, out of a language that is his own.
Bruchac, Joseph. Eagle Song. 1st ed. (Print-Fiction) Dial Books. for Young Readers (1997)
Suggested for Grades 4-5
Danny, a Mohawk boy, has just moved to Brooklyn from Akwesasne. He is homesick for the sights and
sounds of the St. Lawrence River and has no friends in his Grade 4 class. With the help of his parents,
Danny overcomes the racial taunts of his classmates and eventually makes friends with his enemies. This
is a brief, easily read story that illustrates how ancient traditions retain their meaning and value in the
modern world. The drawings depict Danny’s loneliness, traditional objects, and the story’s setting.
Buchholz, Kate. (1995). How the Pinto got her Colour. Winnipeg, MB: Pemmican Publications Inc.
In the time before horses were differently coloured, they were all white, causing no end of confusion.
In the story that Kate Buccolz tells, the Great Spirit, displeased with this situation, finds a way to make
horses distinct from one another. It is the bond that grows between a young native girl Breeze, and her
horse Tiana, that leads the Great Spirit to the way to make pinto ponies distinct among horses. ‘How the
Pinto Got Her Colour’ is very much about the love of Breeze for her grandfather, her people, and her
horse; and the strength that this love gives Breeze to overcome adversity. We all take for granted a child’s
ability to read a storybook along with a parent, grandparent, sibling, or friend.
Cameron, Anne. (1987). Orca’s Song. Harbour Publishing Co.
Medium Skills Literature — More words but still fairly simple
Traditional northeast coast legend for ages 6 to adult. Orca’s Song is the tale of the love between Orca
and Eagle-Flies-High, and explains the origin of the killer whale’s songs and exuberant dance.
SESSION 1
Resource List
Casler, Leigh. (1994). The Boy who Dreamed of an Acorn. New York, NY: Philomel Books
Navajo. Many who travel up the steep mountain of hope to dream a dream of power, a black bear, a
white-headed eagle, etc. But what happens if a boy dreams of an acorn? The wise man tells the boy, “Be
happy with your gift, and be at peace with your dream.” So the boy plants the acorn, waters it, gives it a
stick for support, and sings to it. He realizes the power that something small can hold.
Chanin, Michael. (1994). Grandfather Four Winds and Rising Moon. Tiburon, CA: HJ Kramer Inc.
Hard Skills Literature — More complex language
Native American. Grandfather Four Winds introduces young Rising Moon to the sacred “Tree of Our
People” to help him stop worrying about the future. This is a tale in the Native American tradition,
a story of the interconnectedness of humanity and the natural environment and of the wisdom of a
grandfather being passed on to his young grandson. Grandfather Four Winds and Rising Moon is a
gentle reminder of the power of courage, gratitude, generosity, and faith — values found at the heart
of all of the world’s great traditions. The book is illustrated by Sally J. Smith, whose evocative art makes
graphic the belief of many native cultures that spirit exists in all of nature’s forms.
Cleaver, Nancy. (1993). How the Chipmunk got its Stripes. Toronto, ON: Clarke, Irwin & Co. Ltd.
Native American. Bear tries to tell Chipmunk that he can do anything, even stop the sun from rising.
Chipmunk teases Bear when the sun rises, Bear catches Chipmunk under his paw. His claws dig into
Chipmunk as he escapes and leaves three pale scars on his back.
Cohen, Caron. (1988). The Mud Pony. New York, NY: Scholastic Inc.
Traditional Tale of the Skidi Pawnee Indians of the American Plains. There was once a poor boy who
longed for a pony more than anything, so he made one out of mud. One night he had a dream that his
pony was alive and speaking to him. When he awoke his mud pony had come alive. This story tells how
the mud pony was with the boy when he was lost, when he fought for the buffalo and when he became
chief. The mud pony returned to mother earth and would always be with him.
Cohlene, T. (1990). Little Firefly an Algonquin Legend. Mahwah, NJ: Watermill Press
This story is an Algonquin Legend that tells of a young girl, badly mistreated by her sisters. She
eventually becomes the bride of the hunter known as the Invisible One. Reminiscent of the Cinderella
story, this is the enchanting tale of a shy maiden who wins the heart of a great warrior despite her cruel
and mocking older sisters. The Legends of the World opens readers’ minds to the diverse cultures of
Native America, Asia, Africa, the Caribbean, Eastern Europe, and the Americas through enchanting tales
passed down through countless generations. Each book in the series features geographical, historical, and
cultural information. Illustrated in full colour.
Condon, Penny. Changes. (Print-Fiction). Gabriel Dumont Institute of Native Studies (2000)
Traditional knowledge is explored and celebrated in this delightful story. Kona, a Métis child, undergoes
a personal journey by learning that the changing seasons closely interact with her emotions. The
Gathering Spirit who teaches her about accepting change and celebrating the richness of life’s emotions
guides her along the way. Changes offers young readers vibrant and colourful depictions that are
respectful, imaginative and inviting. This book is also available in CD-ROM format.
Erikkson, Karen. (1987). I was so Mad. Viking Penguin Inc.
A toddler learns to deal with feelings of extreme anger.
Fernendez, Eugenie. (1987). A Difficult Day. Toronto, ON: Kids Canada Press
Babies and Pre School
71
72 Resource List
SESSION 1
Crumpled sheets, a lumpy pillow and crumbs in the bed mean a sleepless night for Melinda. Waking
up grouchy, Melinda’s mood changes from bad to worse — can anything save her day now? An
understanding mom makes a grumpy mood go away in this reassuring story that everyone has difficult
days and sometimes a hug is all you need to chase the blues away.
Goble, Paul. Buffalo Woman. New York, NY: Aladdin Books, MacMillan Publishers. (1984)
A beautiful woman appeared to the Lakota people at a time of great change and suffering. She gave them
the pipe that has been part of their culture ever since, saying Wakan Tanka, the great spirit — smoke, and
you will know he hears you. She is called the White Buffalo Woman because after giving the people this
gift, she changed into a buffalo, reminding her tribespeople of their ties to nature. In stirring prose and
some of his most breathtaking images, widely celebrated author and illustrator Paul Goble brings this
important legend to life. Goble includes an introductory note, detailed drawings of the peace pipe, and
information about Pipestone Quarry, a National Monument central to this story.
Goble, Paul. Adopted by the Eagles: A Plains Indian Story of Friendship and Treachery. (Print-Fiction)
Aladdin Books (1998)
This is a beautiful and artistic presentation of a First Nations legend. An author’s note explains the
ideas presented in this Lakota story about the treachery between two hunters who are both in love with
the same girl. They go hunting one day, and only one returns. The historically accurate details in the
illustrations contain numerous items of First Nations regalia for readers to examine.
Marston, Sharyn. Chinook. Winnipeg, MB: Pemmican. Pemmican Publications. (1994)
From time to time a warm breeze blows down from the mountains and gives the people of the plains and
foothills a welcome respite from the bitter cold of winter. This is the sad legend of the young maiden,
Chinook, who wanders the mountains looking for her lost husband. Her sighs for the loss of her love
send this warm relief every winter.
Mayer, Mercer. (1983). I was so Mad. Racine, WI: Western Publishing Company Inc.
Mercer Mayer’s very popular Little Critter stars in a picture book about feeling angry. With minimal
text and funny illustrations to spell out every new situation, the book shows the Critter family saying
no to everything Little Critter wants to do. He can’t keep frogs in the tub. He can’t help paint the house.
Finally, mad at the world, Little Critter announces he will run away. When pals come by and ask him to
come and play baseball, our young hero’s mood quickly changes. He grabs his bat and heads off for the
game, telling himself he can run away another day if he is still so mad.
Oram, Hiawyn. (1982) Angry Arthur. New York, NY: Harcourt Brace Jovanovich, Publishers
When Arthur’s mother won’t let him stay up late he becomes so angry that his feelings cause a
thunderstorm, a hurricane, and even a universe quake. Will anything sooth Arthur’s foul mood? The
pictures really help illustrate exactly how angry the title character, Arthur, feels and how his anger can
escalate to enormous proportions. We shared this book at circle time one afternoon and it generated a
lot of responses from the children. They easily identified with how Arthur felt when he was angry, and
how hard it can be sometimes to calm themselves. It was simple enough for them to understand, well
written and illustrated. I highly recommend this book to all parents and educators as well.
Osofsky, Audrey. Dreamcatcher. (Print-Fiction) Orchard Books., Inc. (1992)
This introduction to the construction and meaning of dreamcatchers is presented in gentle, poetic text
rich in imagery. Pastel illustrations follow the community’s activities during the day and the baby’s
nighttime dreams, caught in the centre of the web. The picture book also provides an eloquent depiction
of traditional Ojibway lifestyles, practices and beliefs.
SESSION 1
Resource List
Oxenbury, Helen (1988). Tom and Pippo Make a Mess. New York,NY: MacMillan Publishing Company
Kids aged 4-6
In this book Tom tries to do everything himself — just like the young reader. Great illustration and
simple quick text for short attention spans. Tom and his stuffed monkey Pippo, get into a little trouble
when they help Tom’s father paint the house.
Shook Hazen, Barbara (1981). Even If I Did Something Awful. Toronto, ON: McClelland & Stewart Ltd.
Kids aged 4-6
Mother still loves you, even when you are bad. For those who love, this is a beautiful story of
unconditional love. The illustrations are at once simple and poignant and silly. A must-have for your
personal library. The illustrations are simple and play well off the text. The text is simple yet the context
is imaginative. It allows children to role play themselves and put themselves into the situation. It’s a great
lesson in responsibility.
Simon, Norma (1978). How Do I Feel. Niles, IL: Albert Whitman & Company
A small boy has tangled, emotional problems with his twin and his older brother.
Simon, Norma (1989). I am Not a Crybaby. Niles, IL: Albert Whitman & Company
Kids aged 4-6
Children describe a variety of situations that make them want to cry, emphasizing that crying is a
normal reaction.
Stanton, Elizabeth (1978). Sometimes I Like To Cry. Chicago, IL: Albert Whitman & Company.
A child recalls different occasions when he has cried, concluding there are many appropriate times for
tears.
Tole, Jim (Editor). 10 Legends Workbook: Ojibwa and Iroquois Legends. Ningwakwe Learning Press,
Owen Sound (1998)
Each of the ten teachings is followed by the same type and order of activities. Repetition can be
reassuring for new readers because there is a predictable pattern. There is an answer key for all the
exercises in the back.
Toye, William. How Summer Came to Canada. Toronto, ON: University Press. (1998)
Low Skills Literature & Medium Skills Literature
Waterton, Betty. A Salmon for Simon. Vancouver, BC: Douglas & McIntyre (1978)
Low Skills Literature — Few simple words
Simon always wanted to catch a salmon. Then an eagle accidentally drops one in his tidal pool. Simon
felt sorry for the salmon so he dug a channel for the salmon to swim in to the sea. The salmon was
happy, Simon was happy. Simon wanted to continue fishing but not for a salmon.
Webber-Pillwax. Cora Billy’s World. Edmonton, AB: Reidmore Books (1990)
Medium Skills Literature — More words but still fairly simple (Grade 2 level)
Billy finds what has been missing in his life when he goes on the trapline with his grandpa, and feels the
warmth and safety of the woods. The text is easily read and illustrated in muted, soft-focus colour.
Wheeler, Bernelda (1984). A Friend Called “Chum”. Winnipeg, MB: Pemmican Publications Inc.
Wheeler, Bernelda (1984). I Can’t Have Bannock but the Beaver Has a Dam. Winnipeg, MB: Pemmican
Publications Inc.
A young boy in the North discovers how a beaver delays the making of bannock, or bread. I Can’t Have
Bannock but the Beaver Has a Dam is delightful and unforgettable for the whole family.
73
74 Resource List
SESSION 1
Wheeler, Jordan and Cohen, Bill, illus. Chuck in the City. (Print-Fiction). Theytus Books Ltd. (2000)
Suggested for Grades 1-2 (Good book for reading aloud)
Chuck and his mother leave the reserve to visit his Kookum (grandmother) in the city. Chuck manages
to get lost on his first day, and encounters many new things in the unfamiliar urban setting. The
colourful illustrations and the rhythmic rap style will capture the attention of young children when
shared as a read-aloud. The book could also be used to discuss safety in the city.
Zolotow, Charlotte (1963). The Quarreling Book. New York, NY: Harper & Row, Publishers
Gruffness and anger are passed along from person to person until a little dog starts a chain of happiness
that reverses the trends. A pleasant picture book that touches on emotional maturity. I have found The
Quarreling Book to be a most effective story for 2nd and 3rd graders. To me, this book is not so much
about quarreling, but more about emotions and feelings. This book is delightfully written by wellknown children’s author, Charlotte Zolotow with illustrations by Arnold Lobel. It really holds children’s
attention and helps them understand how we all pass along our feelings, for good or ill, to the people
around us. In the classroom, I follow up with a discussion of specific strategies for emotionally healthy
ways to deal with bad feelings. I would highly recommend this book to teachers and parents alike.
Books for Parents to Read to Children:
Bacher, Larry. Emotions: A Life Skills Program for Kids (Game). Gray Castle Productions (1993)
Grade 1
Contents: Resource manual, vinyl game board, box of 48 playing pieces, 1 die and 1 spinner in canvas zip bag.
This board game is designed to help children express, understand, and accept their own feelings and the
feelings of others. It includes cards featuring pictures of children showing happiness, fear, sadness, love,
anger and pleasure.
Faber, Adele & Mazlish, E. How to Talk so Kids will Listen and Listen so Kids will Talk. New York NY:
Avon Books (1980)
Children need support and understanding from their parents. This classic text, printed here in a special
20th edition, helps parents learn to achieve this. Adele Faber and Elaine Mazlish offer excellent advice on
coping with a child’s negative feelings, using different methods other than punishment to resolve conflict
peacefully. How To Talk So Kids Will Listen and How to Listen so Kids will Talk has helped parents
everywhere for two decades.
Faber, Adele. How to Talk So Kids Can Learn. Simon & Schuster (1996)
Through sample dialogues that clarify what to say and how to say it, the authors spell out proven ways
to handle problems that interfere with learning in school and at home. Faber and company cover all the
skills needed for effective learning — from encouraging children to cooperate to avoiding the pitfalls of
punishment to offering praise and criticism that inspire a child to do his or her best.
Minister of Health and Welfare Canada (1989). Nobody’s Perfect. Ottawa, ON. Canada Communication
Group Publishing
Nobody’s Perfect is a parenting education and support program for parents of children from birth to age
five. It is designed to meet the needs of parents who are young, single, socially or geographically isolated
or who have low income or limited formal education. Participation is voluntary and free of charge.
Shure, Myrna. Raising A Thinking. Child Simon & Schuster (1996)
All of us like to think for ourselves. And so do children. Raising a Thinking Child is a book that may
change your family dynamics forever — and help your child develop in ways you never thought possible.
It brings this positive parenting program directly into your home. Unlike other methods of child rearing,
this approach teaches youngsters as young as four not what to think or do, but how to think — and the
results are astounding.

Session_01 - ONLC – Ontario Native Literacy Coalition

Transcription

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