H66 — Demonstrate an ability to listen and give directions

Official JAG competency wording: Demonstrate an ability to listen and give directions

Category: Workplace Skills

Source themes: clarity, teamwork, instruction-following

Source: JAG Competencies Descriptions.docx.

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Reviewed OSEU and Wolakota interview connections

H66 — Demonstrate an ability to listen and give directions

Explore H66 · Being Able to Listen - Stephanie Charging Eagle - OSEU #5 · OSEU 5

Reviewed teaching connection (Supporting): The interview models attention followed by inquiry. This supports communication and clarifying directions, but does not itself teach every workplace direction-giving procedure.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

Oceti Sakowin is very much a dynamic group, and although we did not gather in the summertime for our annual gatherings, we still do, especially now with transportation, everything. We are able to gather in other places with families, but I would want my students to know that they are very much alive. The people on the Pine Ridge Reservation, the people on the Rosebud, Cheyenne River, they are all part of this Oceti Sakowin. That would be the first objective of that understanding, is to know that Oceti Sakowin is not dead, that it's very much alive, just now in a different way. And so historically, the idea that Oceti Sakowin is this, it's not just a group, it's a whole sociological, cultural, political, economic group. And that we have ties to not just the land, but with each other. And that establishes a group of people who are very much alive. And so that as a teacher, as an educator, that's what I hope, is that my students understand that these people over here from the Pine Ridge, the Oglalas, are related to these people from Minnesota, from Flandreau, Yankton. That they are all still related, even though they may not know each other, or know each other's language, they are still part of this group. Oath-telling was very important because you had to be able to... know cognitively what was important in that story, in what was being said. So you had to listen. And fortunately, we grew up in a time when we were told that if you're going to come to this gathering, you have to sit and listen. Next time, if you don't, next time you're staying home. That was it. No argument. There was no time out, nothing. You stayed home. So if you were able to go to a gathering and you listened, you never talked while somebody was talking, but you listened. And what I was taught was that you always listen to a person when they're speaking, particularly if they're older than you, and they're in a position where they have respect, authority, whatever. If they're speaking, there is no way you should be talking or doing anything else. Your whole attention should be, the focus of your attention should be on what that person is saying. The value of oral tradition, storytelling, language, whatever, is that you learn to listen, and you learn critically. You listen critically, then later you ask questions, you research, or you Google it. But you know, oral tradition, I used to teach little kids language, taught them Lakota language, and I used stories a lot, the Iktomi stories, and I got really good. The one thing I always had to remember is I could not change the story. I could pantomime along with it, or make all these weird sounds, sing if I have to, but with young children, I had the freedom to do that. Nobody, they didn't say, they didn't get embarrassed for me or anything, and so I was able to do that. But as time went on, when they got into high school, the same story was told, they should be able to listen and say, hey, this storyteller changed some things. They should be able to listen again critically to the story. Maybe it's more, it's entertaining still, but you still have to keep the important parts of the story in there. So there were some storytellers, just for that, they had that role. Not everybody was a storyteller, but you still had to be able to listen, and if you're going to tell that story another time, make sure you get the story, the concept, everything of it, so that when you do tell it, it's accurate. And that's all part of that oral language, that oral tradition, is always listening and listening critically, and know what to do with the information that you receive.

Learn About: How does the speaker distinguish listening carefully from simply being entertained by a story?

Learn From: When a direction is unclear, what question could you ask that shows you listened and want to understand?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0177; video Ol-a_U82wlk; passage containing: You listen critically, then later you ask questions. Teaching interpretation is separate from official wording and the interviewee’s account.

H66 — Demonstrate an ability to listen and give directions

Explore H66 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Taken Alive’s account links instruction with demonstration and a learner’s second attempt. It supports examining how clear directions and attentive listening work together.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0125 · video ID 4ra9Uvw3uG0 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H66 — Demonstrate an ability to listen and give directions

Explore H66 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Exploratory): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports H66 by inviting students to clarify and restate a direction. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you clarify and restate a direction? 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-0128; https://www.youtube.com/watch?v=uMsfIt7zH-o; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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H66 — Demonstrate an ability to listen and give directions

Reviewed OSEU and Wolakota interview connections

H66 — Demonstrate an ability to listen and give directions

H66 — Demonstrate an ability to listen and give directions

H66 — Demonstrate an ability to listen and give directions

Human Shaped Learning connection

Chapter 13: Fostering Collaboration and Community in the Classroom

Chapter 1: The Power of Relationship in Education

Chapter 19: The Role of Silence in Learning

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