Official JAG competency wording: Demonstrate ability to make healthy choices
Category: Self-Understanding
Source themes: well-being, personal responsibility, lifestyle management
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
J105 — Demonstrate ability to make healthy choices
Explore J105 · It’s Up to You - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes drawing on a foundation and remembered teachings when meeting obstacles after treatment. This supports reflection on choices and sources of support. Students need not discuss treatment, trauma, or private family experiences.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
When I left treatment, they told us, all of us that were there, you know that it's up to you what you're going to do. This is your foundation. So, whatever you take with you and however you use it, that's how you're going to walk. And even though there was so many struggles and obstacles that got in my way… that tried to get in my way, I always go back there. Or I think of mom and her teachings, and know it's going to get better… and it always gets better.
Learn About: What does April Fallis describe returning to when she encounters an obstacle?
Learn From: What learning or resource could a fictional person return to when deciding on a next step?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0115; video Z0O0_jvIbK8; passage containing: I always go back there. Or I think of mom and her teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
J105 — Demonstrate ability to make healthy choices
Explore J105 · The Cost of Gambling and Alcohol with Duane Hollow Horn Bear – Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes sadness, loneliness, anger, coping, and listeners finding personal meaning in stories. This supports J105 by inviting students to discuss supportive choices without requiring personal disclosure.
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.
Let's talk about our history, something in our history that we all need to know. Sometimes we are afraid of our history. We don't want to know it. I've come across this time and time again with young people who are afraid of history. Maybe the truth, from our perspective, these stories tell us something about what life has done to us and how we react to it, as all people do with any situation. The process of making decisions, emotions, we all have emotions that we all have to deal with every day. From the moment you wake up feeling sad, lonely, maybe angry, puzzled, or maybe happy, joyful. Throughout our day, these emotions, we deal with them all day long and into our dreams. Life is emotions we have to cope with, coping with life. We need stories such as these to learn from, to guide us. So I'd like to share a couple of stories with you today.
Learn About: What details in this passage support the speaker’s account of emotions and choices? What would you need to hear in the full interview before interpreting it?
Learn From: How could you discuss supportive choices without requiring personal disclosure? 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-0010; https://www.youtube.com/watch?v=6RK3z2jzH34; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J105 — Demonstrate ability to make healthy choices
Explore J105 · After Treatment - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes returning from treatment, changing her own behavior, and wanting to be a better parent. This supports J105 by inviting students to discuss seeking appropriate support for change.
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.
When I was in treatment, they told us that when you go home, everything is going to be different. You are going to be the one that made the change. So everything is going to be the same. So when I went home, I was like “Oh my gosh.” And you realize… you realize… I realized now I know what they were talking about, what they meant. When I was using, that didn’t mean nothing to me. So when I went away and I got ahold of myself…and I got a second chance…the grandfather’s gave me another chance to come back and to show my kids, who were still little, that I wanted to be a better parent… a better mother. And so, I started doing that…and I seen…that you can get tested… still to this day, ya know. I always told my kids… when I got out of treatment… I always told them… my life… and I told them that I cannot change them… I cannot tell what to do… them how to run their lives when they got older.
Learn About: What details in this passage support the speaker’s account of personal change and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you discuss seeking appropriate support for change? 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-0109; https://www.youtube.com/watch?v=EuHs2IzWGOM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 20: Integrating Mindfulness Practices into the Classroom
Reviewed teaching connection: Reviewed connections: J105. Offer an optional brief attention practice and an alternative quiet reflection activity.
Human Shaped Learning with Front Matter.docx · Ch. 20, actual manuscript pp. 147–152; chapter opening and conceptual discussion
Chapter 25: Moving Forward—Creating Human-Shaped Learning Communities
Suggested teaching connection: Suggested teaching connection for shared ownership, based on J105 competency. Invite students to shape a shared goal, choose responsibilities, and reflect on how the group learns together.
Human Shaped Learning with Front Matter.docx · Ch. 25, actual manuscript pp. 180–186; chapter opening and conceptual discussion
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on J105 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
Plan with these recommendations and select more HSL chapters.