Official JAG competency wording: Demonstrate a positive attitude
Category: Personal Skills
Source themes: optimism, motivation, workplace demeanor
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
F36 — Demonstrate a positive attitude
Explore F36 · The Solutions Are at Home - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker describes adapting to changes while retaining community knowledge and seeking the good of all. This supports a contextual discussion of change and constructive responses, without equating resilience with compulsory positivity.
Updated for Proposed August 9, 2024: The passage supports identity and strength through adaptation and community knowledge; it does not explicitly examine the two-worlds continuum required by revised 2.3. Original JAG–interview approval retained.
Of course, I always say this…we’ve always had to know how. We always lack the resources…whether it’s housing… schools…resources to hire teachers…we’ve always had to know how. It’s just a lack of resources that are challenging out there for us. And I say this in a respectful way to our friends out there in Washington D.C….while they talk about and provide the assessments…and say we need to study the situation more…a lot of times it’s common sense. They don’t have the solutions. The solutions are at home. The solutions are in our communities. And we’re at the juncture right now where we are saying it is ok to question the need for us to continue to study. And I respect that in itself…to be studied…or to study a situation. But the focus we have right now is to look at solution-oriented issues, discussions, circles if you will. Let’s do those types of things. The practical way of doing things…practice-based if you will…of doing things. And they’ve been with us for centuries. And now to see us change with the times…and we’ve been able to do that as Lakota. You look at history itself…they described us as “nomadic.” Our minds were nomadic…to understand how we can live…and not only survive…but live in the challenging climates we have here in the Northern Plains. So, through that, we have a little teaching…real simple…we say “The only work that’s there, is we pray that these changes we are dealing with right now, are going to be good for the all.” That’s the only work. And the prayer part is the work…and whatever we’re changing to…let it be for the good of all.
Learn About: What distinction does Jesse Taken Alive make between lacking knowledge and lacking resources?
Learn From: When a task becomes difficult, what existing knowledge or support could help you respond?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0136; video U3MWOWmXtYs; passage containing: we’ve been able to do that as Lakota.. Teaching interpretation is separate from official wording and the interviewee’s account.
F36 — Demonstrate a positive attitude
Explore F36 · Forces of Disintegration and Integration - Kevin Locke - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Kevin Locke describes resilience as a coping skill and reflects on rapid change and attention to disturbing news. This supports F36 by inviting students to consider a constructive response to difficulty.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
These little children…they’re very resilient. You can see how malleable they are. We’re all that way. But of course as we get older, we become less resilient. I think this is a wonderful quality that we can retain, this resiliency. It’s a coping skill that the native people demonstrated very well…as far as adapting to different changes. Of course, we need that now more than ever because…we are at the stage of the greatest change in the history of mankind. Everything is accelerating. We can see this parallel process happening in the world. We can see there are forces of disintegration which are escalating. And this is what our attention…our attention is continuously drawn to that. You turn on CNN…every twenty minutes it rehashes these conditions in the world. And it must have an effect on people, even children.
Learn About: What details in this passage support the speaker’s account of resilience and change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider a constructive response to difficulty? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0096; https://www.youtube.com/watch?v=eESpUnmv-Dw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 11: Cultivating a Growth Mindset
Reviewed teaching connection: Reviewed connections: F36. Invite a first attempt, supportive feedback, and a revision; notice effort and developing strategies.
Human Shaped Learning with Front Matter.docx · Ch. 11, actual manuscript pp. 85–91; Why Growth Mindset Matters
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on F36 competency. Offer students choices connected to their interests and acknowledge their ideas before guiding the task.
Human Shaped Learning with Front Matter.docx · Ch. 2, actual manuscript pp. 21–27; chapter opening and conceptual discussion
Chapter 24: The Importance of Connection Beyond the Classroom
Suggested teaching connection: Suggested teaching connection for community application, based on F36 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Plan with these recommendations and select more HSL chapters.