H71 — Demonstrate the ability to complete a delegated task

H71 — Demonstrate the ability to complete a delegated task

Explore H71 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The speaker describes roles, balance, and learning through watching adults. This provides an example of how role clarity and modeled behavior support shared work, within the kinship context of OSEU 4.

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

Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.

Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?

Learn From: What would a helpful role model show in a task or group situation you choose?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0092; video lWB36dcZVt4; passage containing: everyone knew their role. Teaching interpretation is separate from official wording and the interviewee’s account.