Jennifer Oborne Crolly
Jennifer is a highly skilled professional with over 25 years of combined experience as a Student Services Teacher, an Aboriginal Perspectives Consultant, and a Certified BodyTalk Practitioner. She is a non-Aboriginal educator who has immersed herself in Aboriginal perspectives and culture.
In the spirit of Truth and Reconciliation, we are invited as schools to walk together with Indigenous students and families in new ways…to create a new reality through relationship, understanding our shared history, and growing opportunities for success for all children. An Aboriginal perspective brings a worldview that is different from that of mainstream education. It is one that touches the heart and spirit as well as the mind, and can enrich how we learn, what we talk about, how we feel, and who we become.
Most recently, Jennifer spent 10 years as a Student Services teacher in a high-need, culturally diverse school where her main focus was on integrating an Aboriginal perspective in the school environment. This involved introducing Indigenous content; creating community events; developing staff capacity and conceptual thinking; and building relationship and meaningful interaction with these students and their families. This period served to grow inspiring, nourishing school spaces for all students, while concurrently shifting Gr. 8 completion rates of Aboriginal students from 50% to approximately 96% over 5 years.
Through Jennifer’s explorations with schools, Aboriginal perspectives involve looking at our own worldview with a wider lens, understanding our shared reality of Colonization and intergenerational trauma, as well as experiencing the beauty offered through Teachings, Drumming, Songs, and meaningful activity in curriculum and ‘day-to-day’ living.
Stemming from her interest in supporting Aboriginal students and families, she also offers unique supports through BodyTalk to help address the many complex personal/social issues facing today’s schools. BodyTalk offers fascinatingly simple, consciousness-based processes to meet student needs and address issues of behaviour, stress, classroom or staff dynamics, and assist teachers in maintaining wellness. Through this intervention, it is possible to gently initiate and support meaningful change for teachers, classrooms and schools. This modality is effective in many different contexts, but it particularly well-suited to supporting Indigenous populations.
Jennifer’s services include:
Half-Day Workshops for teachers
- What is an Aboriginal Perspective?
- Introduction to Colonization: It’s More Than Just History
- Introduction to the 7 Teachings
- 7 Teachings – Building Your Resources
- 7 Teachings – Capacity Building for Teachers to Implement a School-Wide 7 Teachings Program (This is a series of 8 half-day workshops intended for deeper exploration, resource development, expression of these Teachings in a school-wide context, and ‘growing voice’ to lead such programming).
- Working with Indigenous Populations: Getting Ourselves out of the Way
- Working with Indigenous Populations: Intergenerational Trauma in the Classroom
- Working with Indigenous Populations: Aligning our Practices with Indigenous Pedagogy
- Individual classroom Drumming sessions (30-60 minutes per session, depending on grade levels)
- Preparing a classroom to share a song on the Drum (this involves 3 individual classroom drumming sessions of 45 minutes each, and a 4th session for the sharing event)
- This could include an additional session for Smudging the Drum if space/facilities permit
- Ongoing group Drumming sessions
Teachings for Classrooms
- 7 Teachings presentations to classrooms (20-60 minutes depending on grade level
- The Sharing Circle (can offer Teachings of the Sharing Circle or, conduct them for specific purposes)
- The Medicine Wheel
- The Drum
- The Pipe
- The Sweat Lodge
- The Sundance
- Moon Lodge Teachings
- Traditional Healing Processes
- Teachers in the Animal World
- Addressing Emotional Reactivity – The Mirror Teaching
- Residential Schools
BodyTalk: Consciousness Support for the Complex Classroom
For classroom and/or teacher support the typical program involves:
- A 45-60 minute introduction of the service to Classroom Teacher(s), Administration and Student Services Team
- Sharing Circles with the classroom (45-60 minutes), each followed by
- BodyTalk session with the Classroom Teacher (45-60 minutes)
The number of sessions varies with need, but a minimum of 3 sessions is suggested.
- Working with Stress and Supporting Yourself – Part 1: Understanding Stress, the Body-Mind Connection, and Being All You Can Be.
- Working with Stress and Supporting Yourself – Part 2: Working with Reactivity and Being Empowered when Others Affect You