Situation:
During an extended 0.5 teaching cover in a Year 3 class, I worked with a group of students that included two Indigenous students and many from multicultural backgrounds. I wanted to engage all students in a way that celebrated cultural diversity and provided opportunities for them to share their personal experiences and connections to their cultures.
Action:
To foster this inclusive environment, I introduced a weekly morning ‘Yarning Circle’ at the start of the day. This traditional Indigenous practice, used by Aboriginal and Torres Strait Islander peoples for centuries, emphasises learning from a collective group, building respectful relationships, and preserving cultural knowledge. The circle encouraged active listening, with all participants considered equal, using a ‘talking stick’ to share their thoughts in an organised and respectful manner.
Initially, the Yarning Circle served as a space for students to share something personal—about their culture, experiences, or recent events in their lives. As the sessions evolved, I introduced focus questions or themes that sparked more open discussions, allowing students to explore topics of interest together and learn from one another’s perspectives. This not only built stronger connections but also encouraged respect for different viewpoints.
Outcome:
The Yarning Circle significantly enhanced students' understanding of Aboriginal and Torres Strait Islander knowledge and ways of working. It also fostered a deeper sense of community within the classroom. Students shared feedback, concerns, and suggestions about their learning environment, giving me valuable insight into how I could better adapt my teaching to meet their diverse needs. This strategy also strengthened my ability to create an inclusive and culturally responsive classroom where all voices were heard.