Mauka (mountain) to makai (ocean) management. In teams, draw an ahupua‘a (Hawaiian term for a large traditional socio-economic/geologic/climatic subdivision of land that was cooperatively managed). Then share different interpretations of land division. Discuss how responsibilities are shared. Have youth evaluate how this structure compares to their classroom or neighborhood or community responsibilities. Combine with a …
It is important to talk with youth about labels and the stereotypes that go along with them. Do peers call your child a “jock” or a “geek”? Does your child use these terms (or others) to describe their peers? Discuss how labels can be limiting, unfounded, and also cruel. Explain that labels do not define …
Bring in a knowledgeable kupuna (elder) to share their life story. Discuss how roles, rights, and responsibilities look similar or different in Hawai‘i (or elsewhere) today. Understand the shared humanity regardless of age. Appreciate the wisdom and perspective of the kupuna. The joy of our kupuna can also be experienced by visiting them where they …
Role-play one act of kindness each week with words or actions. When acts of kindness are noticed or a classmate shares an act of kindness they received from another child/student (this can be done in circle time), they get to color a decoration and hang it as an ornament on a tree. Youth can watch …
It is the AND that brings kind AND firm together to avoid extremes. Begin by validating feelings and/or choices when possible. Examples, “I know you don’t want to brush your teeth, AND we can do it together.” “You want to keep playing, AND it is time for bed. Do you want one story or two?” …
These are positive interactions that we can make with each other “just because”, meaning they are not in response to what someone else does. “Just Because” interactions can be given to all youth regardless of their behavior or effort, in order to show that they are noticed and cared about. Examples include: general greetings, asking …
These are more powerful motivators as they make use of the brain’s natural opiates. Intrinsically motivating tasks are personally relevant and challenging. Minimize the emphasis on competitive grades and punitive measures by having youth think about what tasks and projects make them feel a sense of pride and care in both the process and outcome. …
To help youth better understand those who are disabled, it could be helpful to have them explore what it’s like to be “in their shoes”. For example, wearing earplugs to experience reduced hearing; learning about braille to experience reading without sight; having youth create art with only their mouths or feet. The idea is to …
In order to develop respectful relationships between all members of a group or community (classroom, team, family unit, etc.), there must be a clear and strong presence of intellectual safety. The group leader states: “All participants in our community – youth and adults – must feel free to ask any question or state any opinion …
Youth need to feel comfortable sharing their ideas and feelings, so allowing space for individual work, one-to-one work and group work is critical for self-reflection, expression and collaboration.