SayPro Demonstrate how to facilitate the meeting of needs through the circle of courage and Maslow hierarchical model of needs.

One way of facilitating the meeting of need through the circle of courage is by using the concept of Whole Schooling. Whole Schooling educates all students together in the general classroom with the intention of meeting the social and emotional needs of each student by providing them opportunities to work together and care for one another.These are the Eight Principles of Whole Schooling:

1. Create learning spaces for all.
2. Include all in learning together.
3. Teach all using authentic, differentiated, multilevel instruction.
4. Empower citizens for democracy.
5. Use authentic assessment to promote learning.
6. Support learning.
7. Build a caring community.
8. Partner with families and the community.

In understanding the Circle of Courage and learning about the Eight Principles of Whole Schooling it is amazing to notice how Whole Schooling carries out the intentions of the Circle of Courage in its philosophies and methods.

• Create Learning Spaces for All: The first and most basic principle of Whole Schooling (WS) is Create Learning Spaces for All. This principle addresses the organization of the classroom. The classroom is the place where students experience most of their time in school, and with the WS approach, students should be in the classroom even more because activities that were pull-out for many students should now take place in the classroom. In organizing the classroom space with the WS approach in mind, the teacher plans for the variety of activities and dynamics that the classroom arrangement will support.
• Include All In Learning Together: The Spirit of Belonging (Brendtro, et al. 1990) continues as a strong theme in the next principle of WS: Include All in Learning Together. In this principle we move beyond the practical arrangement of the classroom space that will facilitate belonging, to the interactions and attitudes among the persons within the classroom and the school that promote a sense of belonging for the people there. The Spirit of Belonging is seen in the passion to have students of different ability levels, ethnicities, and backgrounds work in the same classrooms together learning to cooperate, communicate, and care for one another.
• Teach All Using Authentic, Differentiated, and Multi-Level Instruction: Once a young person develops a sense of belonging in an environment, he or she can safely fulfil the desire for mastery. The next principle of WS allows for just that. The Circle of Courage describes the Spirit of Mastery as the need that each person has to feel competent and to experience success. (Brendtro et al. 1990) The WS classroom offers the Spirit of Mastery in allowing each student to feel success in the classroom. The Spirit of Mastery calls for persons to encourage one another in their competencies, to share successes, and to develop attainable personal goals.

• Empower Citizens for Democracy: The Spirit of Mastery comes through activities where a motivation for competency and group involvement reinforces participation. (Brentro et al. 1990) The Circle of Courage identifies some of the qualities of a person with a healthy sense of mastery as competent, creative, persistent, and a problem-solver, and recognizes that these qualities are cultivated in young people when they are given responsibility to participate in their community and their participation is taken seriously. The WS classroom and school community ask students to participate on many different levels to make a high-quality learning environment and a caring culture and community.
• Use Authentic Assessment to Promote Learning: The Spirit of Mastery includes the belief that mastery and success lead to feelings of inner satisfaction for the individual and a healthy form of social recognition. (Brendtro et al. 1990) It is also understood that opportunities to develop a sense of mastery must come from authentic activities relevant within a person’s life situation. Children have a natural inclination to master tasks or abilities that are meaningful within their culture, and when they are achieved the success motivates them to master new and perhaps more complicated tasks and activities.
• Support Learning: The Spirit of Independence flourishes within a person when they have a sense of power over their own behavior and in their environment and know that they are capable of asserting themselves in positive ways. (Brendtro, et al. 1990) The Circle of Courage emphasizes that children need to be within a supportive group to develop a sense of independence. While this seems paradoxical, it is the supportive group that provides the security and the feedback that guides the development of independence for the individual.

• Build a Caring Community: The Spirit of Generosity is expressed when a person shares what is important and valuable of themselves with others who need, value and appreciate it. (Brendtro, et al. 1990) In order to be a whole and healthy person we must give something of ourselves to the community that we are a part of, and our contributions must be meaningful and valued. The Spirit of Generosity is not embodied in just donating to a charity, or giving away possessions to the needy because we no longer need them.
• Partner with Families and the Community: The Circle of Courage is a circle where the qualities necessary to the healthy development and continued stability of a well-developed, happy, mature, and altruistic person are charted with a constant flow of one quality to the next and with the fixed points of the qualities at East, South, West, and North showing how the qualities balance one another. Of course, each principle of the Eight Principles of Whole Schooling has within it the flow and balance of all four qualities on the Circle of Courage, however, within this book the predominant theme of each principle is compared to its matching theme on the Circle of Courage.

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