Want to sharpen your tools? Don’t miss out on this opportunity to learn and connect with others!
Hope to see you in August!
I’ve been working my way through a really cool course… it’s all about how those of us who work with Indigenous people can cultural safety in our practice. I have to admit, I was skeptical about how painful it might be to do an online course – but it’s really well done, and I’ve quite enjoyed it If you are interested, you can learn more about it here.
However, it’s not to plug this course that has led me to this post today. I had a bit of an “aha” moment when I was working my way through a section today that I really wanted to share.
They were talking specifically about the experience of Indigenous people with the health care system, and how so many times, people’s different experiences, perspectives and beliefs are not valued. The comment was made that we should not approach Aboriginal people as if we know what’s best for them. The importance of listening, and working to understand where a person is coming from and what is important to them is key in truly helping a person. For example, it’s easy to tell a person that they should be eating a healthier diet, but without listening, you might not find out the challenges of doing so in a remote community where fresh fruit and vegetables are not readily available or financially reasonable to purchase.
What struck me is that this is really true for every person in a helping relationship. It’s so easy to think that we have all the answers and know what’s best for a person. But each person is truly unique – with a different balance of basic needs, and different preferences about how to achieve these needs. What works for me to fill my need for connection with others may totally backfire for someone else. The things that make me feel powerful and like I can make a difference in the world are not the same as they are for others. My idea of fun and freedom is not skydiving out of an airplane – but it is for many other people.
Yet, it’s so easy when we are working with people to make judgments and think we know the answers to people’s struggles. I know I catch myself all the time thinking “If only this person would….”, without really honoring the fact that whatever they are doing they are doing for a reason. If only I was able to slow down and explore the reasons, perhaps I could be a better helper….
Perhaps those of us in the helping professions need to ask ourselves – are we simply telling people what to do, or are we seeking to truly understand and help people find what’s right for them?
Here we are again – the night before the first day of school. I’m excited about the upcoming year, and full of anticipation for all that is to come. I’ve watched as my new students have walked through the doors to register – many are nervous and unsure of themselves, and I want to make sure that each and every one of them leaves at the end of the year confident and capable in their abilities.
But I know that this can be difficult. While school is all about learning, mastery, and achievement, and is designed to reward and celebrate those things, I also know for some of my students this year, in spite of having a great need for power, they might not be able to satisfy that need easily. How does someone feel a sense of accomplishment when they work hard and still fail that test? Or when they are sitting in a class trying desperately to understand algebra, and it’s just not connecting for them? If they are to leave feeling confident and capable, how can we create the conditions for this to happen?
So tonight, I’m thinking about ways that people can gain that sense of power in ways other than strictly academic achievement. I want to ensure that there are leadership opportunities for them- so that even if academics are a challenge, that people still know that they are important to how our school functions and that their efforts really make a difference. I want to ensure that my students learn that no one has all the answers all the time, but that they have figured out where to go and how to get the answers and help that they need when they inevitably hit a wall. I want to teach them how to honestly reflect on their own progress, and to take pride in their own growth instead of focusing externally and comparing themselves to others. I want them to know that when they have lent a helping hand to someone else, that they may have changed the course of another person’s life. I want them to know that achievement and success come in many different ways.
What ways do you help to create opportunities for your students to fulfill their need for power?
I was stuck. I didn’t know what I should do. On one hand, there seemed a clear course of action that I should take. I have always considered myself an advocate, and there was certainly an issue on the table that was worth fighting for. Yet, on the other hand, there was something that didn’t feel right about this. I had this nagging feeling that I might be doing more harm than good, and that perhaps there was another way of tackling this problem that might yield more effective results.
Or was that a cop-out? Was I just rationalizing so that I could avoid a struggle? After all, how many worthwhile causes were won without some personal sacrifice on the part of those fighting for the cause? Was I just being a wimp?
But at the same time, I’ve seen people completely ignored and written off as crazy when they take on a battle only to have someone else come along and attack the same problem with a grace and skill that wins people over and achieves the desired outcome.
What to do?
I’m fortunate to have a very smart friend with whom I was sharing my woes who, instead of telling me what to do, asked me a question.
“What would a leader do in this situation?”
I didn’t even have to pause to answer this question. My choice became crystal-clear. And I haven’t had a moment of doubt since.
The problem was, I’d become hung up on a label that limited me. Now, it’s not that being an advocate is a bad thing. In fact, it’s still something I strive hard to be. But when I got stuck, it was like being hit by a lightning bolt to try on another label that describes another characteristic that is part of the person I want to be.
This experience has made me think about how I might be able to support others in finding the answers to their own struggles by connecting them with the kind of person they want to be.
When someone is fighting because he wants to be strong, what would happen if I asked them what a kind person would do in this situation?
When someone is reacting because they want to be heard, what would happen if I asked them how a thoughtful person might respond?
What labels have you seen drive the behaviour of others that, while on one hand are very valid, on the other, are restricting their possibilities?
What labels may be doing this to you?
I fell in love with Wab Kinew after I had the chance to hear him speak. He was smart, funny, and was able to challenge the audience’s thinking and assumptions about First Nations people in a spirit of true reconciliation. I first remember him from his days working as a reporter for the CBC, and became a fan after watching the 8th Fire series. So when his book, “The Reason You Walk”, was released, it became number one on my “must read” list.
His journey from a reserve in Northwestern Ontario to Member of the Legislative Assembly in Manitoba has been an interesting one, and the path has not always been easy. One of the things that intrigues me is how someone can live through so many challenges and traumas to become such a strong and centered advocate, educator and leader. So many people are not able to see themselves through the suffering they have faced. I was curious to see if there was a hint in his memoir that could explain how he became the person that he is today.
I know that there is never one simple reason to explain how a person becomes who they are. It’s a blend of experiences, opportunities, genetics, luck…. A million different factors influence our personal development. However, there was one part of Wab’s story that fascinated me.
From the very beginning, he was told that he would grow up to lead his people.
I can’t help but think that the fact that he heard this throughout his life didn’t shape him.
It makes me think about some of the messages our kids hear. From simple statements like “You just aren’t a math person” to more cutting remarks like “You’ll never amount to anything”, I do believe that the pathway someone takes in their life is greatly influenced by the messages that they hear that help to form the picture of what they see as possible.
Wab talks at the end of the book about how important it is to him that his own children have a picture of what it is to be a strong, proud indigenous person because this will help carry them through the difficult times in life.
Do your words and actions paint an image of strength and hope for the children in your life, or do they limit their possibilities?
With the end of the school year quickly approaching, I was reflecting with one of my students about all that she has gone through this year. It hasn’t been an easy road for her. There are many things she had to tackle that I wish had never happened. She’s had pain that no person should have to deal with. It would have been easy for her to become bitter, angry, and throw in the towel in the face of such adversity. It would actually be quite understandable.
If either of us had the power to change what happened, we certainly would. But as we talked, I realized there was another side to her experience. She didn’t give up; in fact, she has grown a lot this year, and not just academically. She’s learned a lot about relationships, coping strategies, leadership, and the skills and strength that she possesses. I do feel some sense of comfort as she leaves the walls of our little school and heads out into the big scary world that she is leaving with the knowledge that she has the ability to handle whatever the world throws at her.
I think about how often I get angry at the situations in my own life that I think are unfair. The difficult people that I have to deal with that frustrate me. The obstacles that get in my way. I don’t feel grateful for these experiences…. but maybe I should. I’m far from perfect, but navigating through these circumstances has taught me to be more patient, kind, and understanding. I’ve learned to be a better listener, and to be more collaborative in my work. I do think I’m a better person because of the tough times.
I’m not sure I’ll be able to muster gratitude the next time life kicks me in the teeth. It’s tough to see the positive when the negative is so overwhelming.
But I hope I can. I think I could find a little more peace in my corner of the world if I could remember that my life might be richer because it doesn’t always go the way I want.
I LOVE this time of year. There is nothing I find more inspiring than an early morning bike ride. The world is still asleep, everything is calm, the air is fresh, and the view amazing as the sun creeps over the horizon in a million shades of colour. I feel strong and healthy with the physical exertion.
And then suddenly – WHAM! My front bike tire kicked up a huge stone, which hit me directly in the eye! I didn’t even see it coming! End to that peaceful, picture-perfect scene.
After the initial shock and realizing I was fine, I started thinking about what an amazing thing the human brain is. Because even though I had no conscious awareness of this thing flying towards my face, somehow my body knew enough to blink. Imagine how ugly this could have been if that stone had hit me in the eyeball!
It’s so cool that our brains have developed this ability to protect ourselves. We don’t have to stop to process and think about what to do. Our reflexes just kick in and defend us from harm.
The thing is, sometimes this wonderfully adaptive feature backfires on us. I think about the many students I’ve worked with over the years who lived in situations of constant fear. Their brains were always on high alert. And their reflexes were firing like crazy to try to shield them from danger.
These kids were in constant “fight or flight” mode. They would either shut down completely or strike out. And often they were labelled with such terms as uncooperative, non-compliant, bully, or violent. The adult response to these labels? Frustration, anger, punishment.
While I am a huge believer that the one thing that we truly control is how we choose to behave in any given situation, I do believe that there are some behaviours that are not chosen. I didn’t choose to blink – my brain kicked into auto-pilot to protect me.
And sometimes I believe that students’ behaviours are no more chosen than my blinking. They are the body’s response to danger.
And instead of creating safety for that child so that they can begin to relax and get in conscious control of themselves again, the labels we attach to them often serve to make them feel even more threatened.
What can you do today to help create the safety that your most at-risk students so desperately need?