2-2. As An Educator...I Believe
I Believe... I Must ...
- I am not alone
- many First Nations students have three mixed-up value systems in their heads: healthy and dysfunctional First Nations values and unclear Euro-Canadian value systems
- in teaching healthy local traditional & contemporary First Nations values
- in the rights and freedoms of individual students
- in teaching respectful behaviors to all students
- get support from, and encourage, others
- help each individual student sort out these value systems. Cultures change and students need to understand how these changes impact upon them individually
- bring healthy local First Nations values out in the open - both verbally and in the way I act
- help students learn about their rights by modeling & expecting/demanding respectful behaviors
- treat people as individuals {which may require different treatments for the same observable behavior}
I Believe... I Must ...
- I am a role model for First Nations students
- people have different value systems and assumptions
- it is my responsibility to educate teachers with respect to First Nations values, issues, etc.
- teachers must treat students in a respectful manner at all times
- if a strategy doesn't work, it shouldn't be continued
- it is disrespectful to allow a student to be disrespectful
- model respectful behaviors at all times, especially when stressed
- find out if the values and assumptions I use are appropriate
- whenever opportunities arise, make teachers aware of First Nations values, issues, etc. This would usually be on a one-to-one basis
- evaluate each interaction I see and comment when I see both respectful and disrespectful actions by teachers and/or students. My comments must be respectful
- find out why it doesn't work and either stop, or change, the strategy
- ANY time a student is disrespectful, it is my responsibility to respond in a respectful manner
I Believe... I Must ...
- the principal of the school must consult with me on a regular basis
- I am an advocate for the student and parents
- changing negative behaviors is a long-term process gained one step at a time
- in the good of humanity
- each student I work with must know I care for him/her
- there is a spiritual part to our lives that needs attention
- the answers are within us ... my heart knows the answers
- convince the principal that we have scheduled meetings to discuss social and other issues relating to First Nations students
- be ready to challenge the system, in a respectful way, when it is wrong
- deal with each negative behavior in a respectful way
- see the good in humanity and focus on it
- demonstrate caring, feelings are not enough
- find ways to express, and follow, spiritual feelings
- move these truths from my heart to my head and then to actions