Strengthening the Circle

Inclusion is a topic that is consistently on my mind as an educator because I intend and seek ways that all my students have the experience of belonging, building their confidence and loving learning. Inclusion has also been on my mind as a holistic health graduate student, and more and more these days I am discovering the intrinsic connections between my learnings and teachings. This in many ways adds to what I bring into the classroom.

In my holistic health studies, my research partners and I have been working on a qualitative thesis project regarding the healing and coping with Historical Trauma. From an Indigenous Paradigm, we sought to listen and record stories during a focus group circle gathering. Fortunately one of my research partners is Native, and my other partner and I consider ourselves advocates. Coming from a humble and connected viewpoint, the focus group circle was a remarkable experience for us as researchers to really feel included in community. We invited and heard from a number of American Indian community members who shared generously and vulnerably their personal experience of Historical Trauma, and ways in which they found healing.

Interestingly what stood out to me in analyzing the data were common themes interwoven throughout the stories. Each spoke from their own perspective, had their own experience of prayer--seeking something greater than themselves, surrendered to the process of becoming, and found purpose in work that held significant meaning for them and service to the community. While this focus group took only one afternoon, I have been sitting with and thinking a lot about the wisdom shared within that circle gathering.

I observed how in the circle respect and trust was a natural inclination. In circle, there is no one person is held above another in significance or status. The energy we hold in circle with one another is extraordinarily different that what we might experience say in a forum like setting where one individual is seen as the expert with the knowledge. While I do not mean to say that traditional view of education (teacher disseminating knowledge to student) doesn't have it's place, I do see the value in awareness, flexibility and ability to use the power of circle gathering with students.

PERSPECTIVE 
Having facilitated many community circles throughout the past few years, I have seen the magic of conversations that arise naturally when individuals come together as a united collective. This has altered my way of seeing teaching and also my practice. Indigenous ways show recognition that each individual has their own experience of mind, body, spirit and emotions. On the medicine wheel those are intertwined with the four directions which host specific teachings from each  distinction. Similarly in quantum physics, scientists and theorists have been referring to Ken Wilber's Integral theory which also speaks to the quadrants of the human experience--mind, body, spirit and environment. As an educator it is important for me to see that each of my students have a unique and valid perspective that will add wisdom to our classroom community.

PRAYER
While prayer is often connected to religion, I am holding it in the context of seeing oneself as something larger than just an individual. Whether a person has spiritual practice or not is none of my business nor teaching, and still I recognize that each individual is more than what simply meets the eye. As Bell Hook's children's book: The Skin I'm In teaches, we must look on the inside to discover each other. It is humbling for me as well to hear how people have overcome such horrific trauma from being present to something that connects us all. Therefore the books I choose to read to my students, teach a larger lesson for humanity. At the end of the day, after sharing stories of school, my husband reminds me that we are constantly creating through our words and actions--I believe that I can model for children intentional speaking and self-reflection and I seek to do that every day. Whether it's from the books I read to the hellos in the morning, we have a choice of who we are becoming...

PROCESS
As any teacher knows, a process is required to achieve a product--and for me the process is the far greater teacher. I allow the process to teach both the individual and collective. There is learning in the reality of unknowing. Not knowing for certain how a process will end can bring incredible opportunities to learn from what actually is not what one hopes it to be. When we can be with what is, there is real power. For example, a student is suffering from bullying. By being present, I can see the warning signs; then I can action to resolve that issue. If I were merely stuck on achieving the lesson objective, I would miss the real potential of positive impact. Often times the process requires patience, and rather than seeing issues as problems to be fixed, we can address what greater needs are at hand.

PURPOSE
Each individual, no matter if they are young or old, seeks purpose in their day to day. For kids there is great purpose in play, and as we grow older we seek a deep sense of giving back and being accepted for our work. Purpose is vital in engaging and enrolling students in learning, because without direction or knowledge of what their actions are doing, then the work can seem meaningless. As I continue to expand and express my purpose as a teacher, it is the daily small surprises and joys that light the purposeful path to leave this world better than how I found it.

To do that, I seek to strengthen unity--be inclusive (both in my personal and professional life), and to seek growth and understanding. By connecting to other cultures and people, I am continuously learning. Just like my students. Not surprisingly in the mornings during a free read time many have gravitated towards this book that I read to the class at the beginning of the year.

And so, in circle... our learning continues.