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Traditional Teaching Style - Delores Taken Alive - OSEU #4

Watch the original interview video · Open this interview in the learning workspace

05 Wolakota Project Video Transcripts and URLs.docx · WP-0125. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

G49 — Provide constructive feedback

Explore G49 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Taken Alive describes re-explaining and demonstrating after mistakes without anger. Students can identify how feedback can name a next step while preserving the learner’s dignity.

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.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The account treats a mistake as an occasion to learn again. Students can describe what they would change on a second attempt and what support would help.

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.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Patient re-teaching shows a way a relationship can remain respectful during correction. Students can examine why a learner might trust someone who explains instead of humiliating.

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.

C18 — Follow directions

Explore C18 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The passage describes receiving an explanation or demonstration again after forgetting. Students can practice clarifying directions and checking understanding rather than hiding confusion.

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 · 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.

H77 — Demonstrate the ability to self-evaluate and develop a continuous improvement plan

Explore H77 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Students can use the re-teaching example to identify a mistake, seek clarification, and plan a revised attempt. A formal continuous improvement plan requires additional steps beyond the interview.

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.

Interview transcript

We were taught how to work and so like say we forgot and we made a mistake, our father would always say or he'll either ask us to sit down with him or talk wherever we were and made that mistake. He will say, you know, you had forgotten how I taught you and so I'm going to tell you all over again and hoping that you will not make that same mistake again. 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 and by living, you know, that kind of example, I learned a lot and of course, you know, that's outside work that our father teaches us how to work and then our mother inside, she also teaches us how to work. She always says to us, well, my girls, the dishes are still waiting, you know, these dishes have no legs, they'll be just sitting there waiting for you and, you know, in a nice way like that never really get after us so we start doing our dishes but of course, you know, we always take turns. Are you going to do the washing or drying and we always take turns but of course, we always have to warm up the water and do the dishes so that's how our mother treated us and then she taught us how she taught us how to make bread, how to even boil water before you make your soup, so things like that, you know, or boil your water before you make your tea or coffee so little things like that. I still do that. I still boil my water before I make my oatmeal so things like that they taught us. They never really get mad at us for making a mistake. They just say, okay, this is how they tell us again.

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