Official JAG competency wording: Define and demonstrate empathy
Category: Decision-Making
Source themes: emotional intelligence, interpersonal relationships, respect
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
N122 — Define and demonstrate empathy
Explore N122 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Primary): Compassion and helping others are explicit in the speaker’s teaching. The interview offers a concrete voice for examining empathy in action, with OSEU 7.1 emphasizing values that sustain a way of life.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: How does Sidney Byrd connect compassion with helping another person?
Learn From: In a fictional or everyday situation, what could you notice or ask before deciding what help someone needs?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: Have compassion for one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Attention to other people’s needs provides a basis for exploring empathy in action. Students can infer a possible caring response while returning to the speaker’s actual account.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): The source invites students to notice how another person experiences support and belonging. They can consider a caring response without claiming to speak for Marshall’s community.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.
Learn About: How does Marshall describe kinship supporting his sense of self?
Learn From: How might reliable relationships support someone’s confidence and responsibility?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0144 · video ID SP3q1DjUL4E · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · 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 N122 by inviting students to recognize that different listeners bring different experiences.
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 recognize that different listeners bring different experiences? 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.
N122 — Define and demonstrate empathy
Explore N122 · A Proper Grieving - Duane Hollow Horn Bear – Storytelling · OSEU 2
Reviewed teaching connection (Supporting): Hollow Horn Bear describes students responding to cultural losses and finding hope through discovering and using their gifts. This supports N122 by inviting students to listen to responses to loss without assuming everyone reacts alike.
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.
Stories such as this touch my people in many, many different ways. I have been teaching for 25 years. I had young students come to me and ask me, Mr. Hollow Horn Bear, what you are sharing with us, is this the truth? I said, yes it is. Mr. Hollow Horn Bear, I'm angry. I can't take this. I can't just sit here and listen to this. I'm going to drop this class. Maybe I'll come back next semester. It has happened. Students come back one semester, maybe the next semester, maybe three times. I tell my people, my students, all of us, all of us, native and non-native, we must all process through a grieving cycle, a proper grieving cycle, to look back in our history and identify those very significant losses. Culture, traditions, children, spirituality, language, and the big one, land. And we must begin to process these in a proper way. the proper way, we find hope within ourselves.
Learn About: What details in this passage support the speaker’s account of identity and hope? What would you need to hear in the full interview before interpreting it?
Learn From: How could you listen to responses to loss without assuming everyone reacts alike? 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-0011; https://www.youtube.com/watch?v=-YoOCPeDTFk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports N122 by inviting students to understand family disruption through the speaker’s perspective.
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.
Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.
Learn About: What details in this passage support the speaker’s account of kinship and belonging? What would you need to hear in the full interview before interpreting it?
Learn From: How could you understand family disruption through the speaker’s perspective? 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-0024; https://www.youtube.com/watch?v=fYtfRd5SzxQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports N122 by inviting students to consider the needs of relatives in a specific account.
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.
A lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.
Learn About: What details in this passage support the speaker’s account of care and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider the needs of relatives in a specific account? 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-0054; https://www.youtube.com/watch?v=lU0xP7JAPHg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports N122 by inviting students to recognize the needs of a visitor.
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.
Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.
Learn About: What details in this passage support the speaker’s account of hospitality and values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize the needs of a visitor? 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-0059; https://www.youtube.com/watch?v=ETOjZKS3n4A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Joining the Lakota Community - Josie Bald Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Josie Bald Eagle describes arriving from abroad and learning about an unfamiliar community, its institutions, and places. This supports N122 by inviting students to understand the uncertainty of a newcomer.
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.
I came here… and I came into the Indian world. And then on the Indian reservation, I had no idea at all of what I was getting myself into. To me it was only the guy. I didn't care about his age. I never even thought about the age…and about America… I had no idea. So when I came here, most of my growing up has been here on the reservation. So, for me, what the people are going through here, is actually what I experienced with them. This is my first new pressure, my first thing… whatever happens on the outside…I had no idea till our kids grew up and I went… started to go and visit them. Then I learned about where to go in the United States… what’s an office… a courthouse. I had no idea. Nothing. Nothing about nothing. So, it's just like being reborn somewhere and…I'm open to that. I'm a good player, so.
Learn About: What details in this passage support the speaker’s account of learning a new community? What would you need to hear in the full interview before interpreting it?
Learn From: How could you understand the uncertainty of a newcomer? 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-0062; https://www.youtube.com/watch?v=u6vy98d3yhs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports N122 by inviting students to recognize the value of time and attention to others.
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.
Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.
Learn About: What details in this passage support the speaker’s account of lasting relationships? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize the value of time and attention to others? 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-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports N122 by inviting students to listen to the effects of historical experiences on a family.
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.
This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.
Learn About: What details in this passage support the speaker’s account of language and identity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you listen to the effects of historical experiences on a family? 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-0103; https://www.youtube.com/watch?v=9bJTXfy30pk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4
Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports N122 by inviting students to listen respectfully to different experiences.
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.
One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?
Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?
Learn From: How could you listen respectfully to different experiences? 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-0105; https://www.youtube.com/watch?v=sf9IP-srFl0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Addressing OSEU Two with Cheryl Medearis · OSEU 2
Reviewed teaching connection (Supporting): Cheryl Medearis connects acceptance of identity with educational possibility and recalls leaving school after moving and not fitting in. This supports N122 by inviting students to understand a learner’s experience of exclusion.
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.
To me, that's one of the strongest of the essential understandings. To be able to give people and our children, our students, our students at the college, university level, the understanding that they are okay who they are and that they can learn and be whatever they want to be. And sometimes I sell them, but sometimes I do. I share my story of walking away from school because it wasn't important. My family moved from one area to the other in South Dakota, from one ranch community to another where I grew up. I was accepted for who I was, although they sometimes thought I was strange because I lived with my grandparents because the rural school wasn't open at that time. It was like, don't you have a mom or dad? And to just go back and to share how school wasn't important to me.
Learn About: What details in this passage support the speaker’s account of belonging in education? What would you need to hear in the full interview before interpreting it?
Learn From: How could you understand a learner’s experience of exclusion? 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-0107; https://www.youtube.com/watch?v=UIjZvXPc4t4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · You Are Your Mother - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis reflects on her mother’s example and striving to care well for her children and grandchildren. This supports N122 by inviting students to consider caring responses to others.
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.
We went to ceremony together. I told her…I was sharing in there…because it was soon after we lost my mom…I was sharing with her that, you know…I said my brother…one of my brothers told me that I looked like my mom. And that…he said, “Not only does she look like her and walk like her, but she laughs like her.” And so… when it was going around the circle…everybody was sharing… and then Patty said…she reflected back on what I had shared and she said, “You know, April,” she said. “You were talking about your mother.” And she said, “You are your mom.” This is really hard for me, ya know, but… I think what gets hard for me is… I want to walk the way she did… in a good way. With my kids, I tried the best I could. I did the best I could with them. I do the best I can with them. And then my grandchildren… being that grandma image here to these kids… I call them the “little free spirits.” At St.
Learn About: What details in this passage support the speaker’s account of role models and care? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider caring responses to others? 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-0108; https://www.youtube.com/watch?v=4tMm3uU6_Ns; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4
Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports N122 by inviting students to listen to another person’s experience of missing relationships.
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.
I didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.
Learn About: What details in this passage support the speaker’s account of grandparents and learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you listen to another person’s experience of missing relationships? 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports N122 by inviting students to recognize how communication affects others.
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.
So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.
Learn About: What details in this passage support the speaker’s account of patient communication? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize how communication affects others? 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-0126; https://www.youtube.com/watch?v=HgnYgOz17vM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 6: Developing Emotional Intelligence in the Classroom
Reviewed teaching connection: Reviewed connections: N122. Also supported by N122 competency. Invite students to name emotions in a fictional situation, consider another perspective, and practice a thoughtful response.
Human Shaped Learning with Front Matter.docx · Ch. 6, actual manuscript pp. 49–56; What is Emotional Intelligence?
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on N122 competency. Begin with an invitation to share an interest or question; listen closely and acknowledge each learner’s contribution.
Human Shaped Learning with Front Matter.docx · Chapter 1: The Power of Relationship in Education
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on N122 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
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