Teaching Strategies for the Native American Student

TEACHING STRATEGIES FOR THE NATIVE AMERICAN

STUDENTSarah Helene IversonMarty Indian School

High School Special Education Teacher

Anpetu Waste

Who Am I: Background Middle and High School Special Education

Teacher, Marty Indian School Adjunct Instructor,

Ihanktonwan Community College Junior and High School Special Education

Paraprofessional, Andes Central School Instructor,

Indiana State University

Who Have I Taught Japanese Chinese Saudi Arabian Polish Romanian Sioux Ojibwa Nigerian South American

Part 1: Not What You Think Relationship Trust Ownership Expectation

Part 2: Let’s see Strategies CAPD Practical thoughts

Wopida Tanka

Statistics 1990-66% of American Indians had

completed high school compared to 75% total population

1990-9% had attained a bachelor’s degree or higher compared with 20% total population

3% held graduate degrees compared to 7% of the total population

1992-56% dropout for American Indians (Ness, & Huisken, 2002)

More Statistics White, non-Hispanic 7.3% Black, non-Hispanic 10.9% Hispanic 27.0% Hispanic born outside US 43.4% Asian/Pacific Islander 3.6% Native American Dropout 57.0%(National Center for Education Statistics, 2004. Dropout Rates in the

United States: 2001.)

How the Native American Student Learns!

No Straight Row Desks These students do not learn like we

were taught!

Think outside the box!

Ownership

What a study told us Get to know students Learn what they like to do Build Relationships Patience

(Sorknes, & Kelting-Gibson, 2007)

Raising Self-Esteem (Gilliand)

Accepting class environment Expecting all to succeed Emphasize strengths Give students respect Include Native American literature, art,

culture and values Giving students pride in their people (Sorknes, & Kelting-Gibson, 2007)

Pidamaye

Building Relationships “For students and adults from poverty,

the primary motivation for their success will be in their relationships.”

“If your school or work setting presently affords few opportunities for building relationships, find ways to establish natural connections that will enable this vital resource to take root and grow.”

(Payne, 1996)

A Good Resource Why are Students Unmotivated? Using This Book Most Effectively What Educators Can Do: Five Key Processes

That Motivate Emphasizing Effort Creating Hope Respecting Power Building Relationships Expressing Enthusiasm The Challenge of Changing Lives(Mendler, 2000)

Use Humor I am certain that I will turn my work in on

time. Unless I am distracted by winning the

lottery or something as big, my work will be there tomorrow.

I plan to turn my work in unless my arms fall off overnight.

I plan to blow off this assignment and use my brain cells to make up a good excuse about why it didn’t get done.

There isn’t a chance that my work will get done, but I will make no excuses and will completely accept the consequences of my actions.

(Mendler, 2000)

Offer Genuine Compliments

Students can see the fake ones a mile away.

Corrective feedback will be beneficial when done in a positive complimentary way.

(Mendler, 2000)

Use 2-minute intervention Set aside time if all possible every day. The purpose is for continued relationship

building.(Mendler, 2000)

Share Stories of Yourself Share similar struggles from their age

and currently May help them understand how others

found way into world.(Mendler, 2000)

Mitakuye Oyasin

Central Auditory Processing Disorder

Auditory Processing is “what the brain does with what it hears”

Usually normal hearing and intelligence Can occur with hearing impairment

and other disorders (autism, ADD, dyslexia, PDD, etc.)

(Olive, 2008)

Causes Unknown Possibly middle ear infections

(most common illness in children between birth to 3 years of age)

(Olive, 2008)

Characterstics Gives inappropriate responses to

questions or in conversations Asks for repetitions of what has been said Has difficulty:

Listening for very long Screening out background noise Remembering what they hear Following simple or complicated directions (Olive, 2008)

Cont. Takes longer to understand and respond

to verbal information Speech and language delays Academic problems Low Self-esteem (Olive, 2008)

Strategies Auditory memory practice (younger

students) Auditory trainer or FM system Classroom modifications (Olive, 2008)

Classroom Modifications Preferential seating Use visual materials to supplement

verbal instruction (outlines, writing on the board)

Encourage note taking and self-advocacy (asking questions) (Olive, 2008)

Cont. Changes in Instructional Delivery Style

Repeat or paraphrase important information Speak at a slightly slower rate and use more

expression Make eye contact or gain attention Use simpler, shorter sentences Use brief pauses to break up long messages Check for Comprehension (Olive, 2008)

What We Know Informal classroom, teachers act as

facilitators Democratic principles and consequences as

effective classroom management styles Collaborative processes Dialogue, open-ended questioning, and

inductive reasoning Holistic learners (whole-to part) Visual learning strategies(Starnes, 2006)

Reflective Processing Allows students to integrate new

knowledge into old and to build new learning out of prior knowledge. This requires a relaxed atmosphere and ample time to accomplish this. This same process is true for decision making processes as well.

(Starnes, 2006)

Reasons why Students are not Always Engaged

Failure to have a task Students waiting for an activity Sharpening or finding a pencil Students walking around or out of their seats Announcements over the public address system Transitioning from one activity to the next Visiting with others or talking Materials not prepared for the activity Playing in desk Students being called out of the room(Smits, 2000)

Data shows… Give attention to the

Positive behaviors Positive Performances Interactions of students

Student engagement in learning can significantly increase

(Smits, 2000)

Hihana Waste

Basis Foundation Ground the students in their culture People-centered, group-centered culture Cooperation and sharing Extended family Spirituality and health Do not like to be “put on the spot” Not stand out(Sorknes, & Kelting-Gibson, 2007)

Need to remember Students need to see the connection

between what they are learning in school and what they need to know to be a valuable member of their tribe and community

(Sorknes, & Kelting-Gibson, 2007)

Inspire students to achieve full potential

Accepting humor Positive reinforcement Emphasizing strengths Helping students set goals Developing a plan to reach those goals Challenging students Reinforcing effort were recommended(Sorknes, & Kelting-Gibson, 2007)

Three Important Considerations

Instructional Strategies Math-direct instruction Physical and social sciences-constructivist

methods Teachers (both Native and non-Native)

need to infuse aspects of Indigenous culture tied to state testing standards

Know important facts or just gain knowledge

(Study Tells How to Best Teach native Students, 2008)

What Teachers have seen work Look for good points before negative Accept differences Enjoy cultural mix Get to know students Believe in students Make them feel safe(Sorknes, & Kelting-Gibson, 2007)

Cont. Understand issues Do not be intimidated Patience Ask for help Accept help Find support in teachers you are

comfortable with(Sorknes, & Kelting-Gibson, 2007)

Cont. High expectations Remember direct eye contact may not

happen Keep exploring You are seen for who you are Love children like your own Parents, guardians and tribal leaders(Sorknes, & Kelting-Gibson, 2007)

Cont. Flexible with lesson plans Differentiated instruction Discipline and classroom management(Sorknes, & Kelting-Gibson, 2007)

STAR S-Smile T-Take a deep breath A-And R-Relax(Sorknes, & Kelting-Gibson, 2007)

So what does this all mean Be flexible Be prepared Be real Be patient Be able to learn Be willing to ask Be an excellent listener

References Dropout Rates in the United States: 2001 Mendler, A. N. (2000). Motivating students who don’t care: Successful techniques

for educators. Bloomington, Indiana: Solution Tree. N.A. (2008, Fall). Study tells how to best teach Native students. Tribal College,

20(1), 69-70. National Center for Education Statistics, 2004. Ness, J. E., & Huisken, J. S. (2202). Expanding the circle. University of Minnesota.

Minneapolis, Minnesota: Institute on Community Integration. Olive, J. (2008). CAPD inservice. Marty Indian School. Payne, R. K., PhD. (1996). A framework for understanding poverty. (4th ed.).

Highlands, Texas: aha! Process, Inc. Sorknes, H. L., & Kelting-Gibson, L. (2007, Winter). Effective teaching strategies for

engaging Native American students. Journal of Intercultural Disciplines. 7, 108-125. Smits, M. T. (2000). Overcoming the effects of poverty on Native American children:

The relationship between the learning environment and student engagement. University of Wisconsin-Madison. Doctoral Dissertation.

Starnes, B. A. (2006, January). What we don’t know can hurt them: White teachers, Indian children. Phi Delta Kappan, 87(5), 384-392.