Full Insertion And Its Strategies

Author : Mary Anne Winslow
Traditionally, most fully developed education for First Nations was united to the
goal of integration and was intended to individual economic
development. In the 1950s, for example, programs designed to improve
adult English literacy and provide adult vocational training were
introduced. In recent years, adult education for First
Nations has reflected broader goals and has been concerned with
playing a role in preserving native language and culture rather than
encouraging assimilation.Several trends appear in the literature related to adult education for
indigenous communities. How adult education theories and methods such
as transformative learning, the use of narrative, and self-directed
learning apply in Native American adult education is one trend.
Another trend relates to identifying and acknowledging learning styles
of First Nations adults. Qualitative approaches to conducting research with First Nations in their
communities are a third trend. A fourth trend is identifying strategies for
helping adult learners achieve success in postsecondary and higher
education.The alert instructor knows what a student needs to learn at a
particular moment and teaches it. Classes artificially divided into
separate subject areas do not bind most Adult Education programs. We
can, therefore, point out the intrinsic connectedness of all
knowledge, irrespective of academic subject divisions.
Enthusiastically "going off on a tangent" shows the students that one
is free to explore in different directions and is not bound to learn
in a linear fashion, oblivious to other questions and related topics
that might come up.Some examples of this are:
* During class, an instructor asked a Haisla student about his clan.
When he shared his maternal and paternal affiliations, she related to
him as her cousin by both clans. Through out their conversation, they
attracted the attention of the other instructors and students. The
instructor then asked questions as to how the clan system worked which
provided an opportunity to graph the clan and relation systems and
extended family as well.*While an instructor was developing culturally oriented self-esteem
materials, a non-aboriginal student asked why she was putting borders
around the worksheet. The instructor explained that as a child,
learning how to create button blankets at a very early age, she was
taught to have good thoughts about her work. These thoughts were
transferred to whoever was taught. The designs represented these good
thoughts, and she wanted to share them so that they could pass them on
with additions of their own. One evening, while the student was
waiting for class to start, the instructors overheard her repeating
this teaching to other non-aboriginal students. Her final comment was,
"I really think this is a good philosophy because we don't spend
enough time thinking good thoughts about ourselves or work. Most of
our energy is spent creating reasons for stress, depression, and
anxiety."A basic tenet of adult education is to begin with what students know
and then connect that knowledge to new information and skills. This
practice provides a familiar foundation on which students can build.
Additionally, cultural concepts are internal. They may be more
emotional than rational, but they are an essential part of who we are.
Although this characteristic certainly is not restricted to
aboriginals, perhaps we need to be more conscious of it when we work
with these students. Providing a connection with their roots may
enable them to make sense more easily out of new information. If this
practice produces more receptive students, who more readily assimilate
new skills, then this may be a most efficient method to use.An instructor should learn about the background of the community as
well as the student's background to better understand the student.
This may done be through discussions in an informal setting and
attendance at community and social functions. When first getting to
know the individual or community, do not ask too many questions. Some
times this may come across to a First Nation person as being nosy (and
is considered very rude). Allow the individual to volunteer
information and then ask questions on the particular subject. Once you
develop trust with an individual or family then it is okay to ask
questions. Here again, building the relationship and trust is a very
important factor. This may be due to the mistrust of non-aboriginals
because of the federal government, land, and other issues such as
parents' personal experiences in boarding schools, mission schools or
public schools) and the intergenerational effect these experiences
still wield.Some points to be considered when teaching First Nation, Métis and
Inuit Students* Be aware of their background, knowledge, and experiences.* Get to know each person. This may take time but once a relationship
is established which involves trust then the individual is more
receptive to learning and more willing to participate. He will do
better with the understanding that his teacher cares. Trust is an
integral part of the relationship.q*One-to-one help. At the beginning, some may be reluctant to ask
questions but through the trust building relationship and time they
will open up and be more willing to share and ask questions. Some may
not be as verbal as non-Native Americans.* When teaching concepts use examples that are relevant to their
lifestyles and/or communities. It helps to have some background
information about the tribe(s) of the individual. They come with
varying backgrounds and experiences.* Use all modes (visual, auditory, tactile, and kinesthetic) when
teaching concepts and skills. Use visual aids, drawings, illustrations
or demonstrations, and do not limit activities to worksheets and
lectures.* Role-playing can be utilized provided the teacher feels comfortable
in using it. At the beginning, students may appear shy and may not be
willing or be hesitant to participate, but with time they will take
part although perhaps not to the extent of some non-aboriginals. This
depends on the background of individuals. The person who is more
acculturated may be more verbal than a more traditional student.
Become familiar with and know your students, then they will be more
apt to open up and participate.* In the beginning have them work in small groups and slowly bring the
small groups together into a larger group. This allows students to get
to know others and feel more comfortable.* If they do not understand concepts, try another method of teaching
the concepts. Sometimes, the concept may be difficult because of the
vocabulary.* Teachers need to make sure students understand when concepts are
being taught by asking questions. This allows for feedback before
introducing a new concept.* When teaching a concept that involves reading, have them paraphrase
a paragraph that they have read and ask to see if there are any words
in the paragraph that they do not understand. Usually the vocabulary
makes it difficult, especially in a subject area that is totally new
to an individual. Use lots of examples and pictures in teaching
concepts to make sure they understand.* Some individuals may not be direct when they ask questions which
could be interpreted as hinting. This may be because in traditional
cultures this would appear as pushy, persistent, or demanding.* Allow wait-time for responses. If they know their native language
and use it on a daily basis at home they may have to process the
information in their native language and think how they will respond
in English. They may also want to make sure their answer is correct.* Use praise and incentives. Some prefer not to be recognized in front
of their peers. But they will take and enjoy praises and incentives if
given one-on-one.* Be aware of body language. Become aware of their comfort level. Some
may not mind the closeness as compared to others who may want their
space.* Present the whole picture of a concept before isolating
skills/concepts. It is much easier to see the complete picture or the
end result; the individual will then know what the concept is leading up to or the end result.* Allow brainstorming and get input from everyone. Ask open-ended
questions which will allow for input from the group.* The preferred classroom arrangement, if desks are used, is circular.
Allow space for freedom of movement and group activities. If there is
not room for a circle, desks may be grouped in two's or fours' instead
of rows.The article was produced by Research Papers expert writer. Mar Anne Winslow has a vast experience in Dissertation writing counselling and term paper writing services for several years.
Keyword : insertion, full, tradition, nation