Indigenous Teaching Resources
Talking Circles Teaching Tips
Talking Circles Teaching Tip #1: Begin With Shared Guidelines
Spotlight:
A Talking Circle is a structured, inclusive dialogue format rooted in Indigenous traditions. Participants speak one at a time in a circle, guided by shared respect, presence, and relational accountability.
As part of this month鈥檚 focus on Talking Circles, we begin by grounding the practice in shared intention. Talking Circles depend on relational accountability鈥攚here each voice matters, and safety is co-created. Starting with a conversation about group values and expectations lays the foundation for respectful, balanced dialogue.
Why it matters:
Shared values and agreements, co-created with students, help establish safety and trust 鈥� essential conditions for open dialogue and deeper learning.
Try this:
Start your first Talking Circle with a collaborative discussion of group guidelines. Post them visibly and revisit them when needed.
Reflective question:
What might it feel like to create classroom expectations with students, not for them?
Resources:
Barkaskas, P., & Gladwin, D. (2021). . Journal of Teaching and Learning, 15(1), 20鈥�38.
Currie, S., & Kaminski, J. (Eds.). (n.d.). . First Nations Pedagogy Online.
Talking Circles Teaching Tip #2: Use 鈥淚鈥� Language to Decentre Authority
Spotlight:
Talking Circles create space for each voice to be heard without interruption or hierarchy. This practice values lived experience and invites everyone鈥攊ncluding instructors鈥攖o participate with humility and openness.
They invite personal storytelling and lived experience as valid forms of knowledge. In this space, educators are participants too鈥攏ot just facilitators. Using 鈥淚鈥� language shifts the tone from top-down instruction to co-learning, a core value in Indigenous pedagogies.
Why it matters:
Instructors often speak from a place of expertise. In Talking Circles, sharing from personal experience (not as an authority) fosters authenticity and mutual respect.
Try this:
Model the use of 鈥淚鈥� statements. Rather than saying, 鈥淪tudents need to鈥︹�� try, 鈥淚n my experience, I鈥檝e noticed鈥︹��
Reflective question:
How can shifting from expert to co-learner deepen trust and learning in your classroom?
Resources:
Digital Commons Lesley. (n.d.). .
Currie, S., & Kaminski, J. (Eds.). (n.d.). First Nations Pedagogy Online.
Talking Circles Teaching Tip #3: Design Circles Around Learning Challenges
Spotlight:
In a Talking Circle, the format itself encourages thoughtful listening and intentional sharing. The circle structure reduces performance pressure and fosters a sense of collective care in classroom dialogue.
Talking Circles are not only for cultural dialogue鈥攖hey are pedagogical tools for surfacing learning needs. Inviting students to name their learning struggles in a Circle supports vulnerability and connection and can guide your next teaching moves in meaningful ways.
Why it matters:
Talking Circles can surface students鈥� emotional and cognitive struggles with course material in a low-pressure way that encourages mutual support.
Try this:
Facilitate a circle with questions like:
- What鈥檚 been hardest to grasp in this unit?
- What鈥檚 helped you overcome a past learning barrier?
Reflective question:
When students name their challenges out loud, how might that impact their confidence and sense of community?
Resources:
Heartland Community College. (n.d.). .
Currie, S., & Kaminski, J. (Eds.). (n.d.). . First Nations Pedagogy Online.
Talking Circles Teaching Tip #4: Honour Silence as Expression
Spotlight:
Talking Circles are a ceremonial form of communication that centres presence, not performance. Speaking is always by choice, and listening鈥攐ften in silence鈥攊s equally honoured as a contribution.
A core feature of Talking Circles is deep listening鈥攊ncluding listening to silence. In many Indigenous traditions, silence is not a void to be filled, but a form of presence, reflection, and respect. Honouring silence in your circle can create space for insight to emerge on its own time.
Why it matters:
Silence in Western classrooms can feel uncomfortable. In Indigenous contexts, silence is often a sign of respect, contemplation, or presence.
Try this:
Allow silence in Talking Circles without rushing to fill it. Trust that reflection is happening even when words are not.
Reflective question:
What does it mean to 鈥渓isten from the heart鈥� 鈥� and how often do you create space for that in class?
Resources:
Trent University Teaching Commons. (n.d.). .
Currie, S., & Kaminski, J. (Eds.). (n.d.). . First Nations Pedagogy Online.
Indigenous History Resources
During Indigenous History Month, the Teaching and Learning Centre will be sharing Indigenous resources, to prompt discussion and engagement, and to provide educational opportunities which go beyond surface-level awareness to foster genuine understanding of complex issues like land rights, sovereignty, and the ongoing impacts of colonization.
