Focusing on wants and needs, have youth each draw their own classroom, school and/or family. How would they meet their needs? They will most likely draw hospitals, gardens, homes for shelter, friends etc. Select one drawing to duplicate on the board then discuss as a class how you would acquire those needs. See what they …
Use movement as a way to increase blood flow for effective thinking and problem solving. Build in yoga, dance, stretching, and physical exercise on a daily basis together. Movement can also be an effective way for youth to express certain emotions, especially when finding the right words can be difficult.
The Hawaiian word for story or tradition; use classical Hawaiian stories to teach literacy, science, and culture. In so doing, youth build their own stories with the stories of the community, culture, and past. This enables a better understanding of the lessons of the past that help guide our actions in the future. Have youth …
At mealtimes, during commutes, or whenever there is time to talk with a teen, let them know how you are feeling and why. For example, you might say, “I’m getting a bit anxious about the holidays coming up. I am happy to spend time with family but also nervous about taking time away from my …
Rather than just telling children and youth how they should act, show them. Show them in your own daily actions and words with them. Intentionally model through practicing with them their tones, use of language (verbal and body) and responses to conflict. Very critical as young people look to adults as guides for their behaviors.
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 …
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 …
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 …
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.
