ERIC Number: ED171481
Record Type: RIE
Publication Date: 1976
Reference Count: 0
New Teaching Methods for the Reservation Indian Child.
Clark, Hulda R.
To reverse the pattern of school failure so common among reservation Indian children, the reservation teacher must modify classroom structure and curriculum to take advantage of cultural strengths and accommodate cultural differences of her students. Many practices of the average white classroom are antithetical to Indian child rearing practices; for example, sitting immobile and quiet for long periods is foreign and disgusting to the Indian child who has learned independence and exploration from an early age. Other cultural traits deserving special consideration are sense of humor, mischief, and trickery; physical aptitude; and inexperience with tasks that require prolonged concentration, memory, reasoning, and verbalization. The reservation child will have better chance for success in a classroom which employs short instructional periods (20 minutes or less) and alternates intellectually taxing with relaxing activities; which emphasizes sports, target practice, and outdoor nature study; and in which school exercises center around familiar objects and events. From the first, curriculum should include anthropology of Indian cultures, pro-Indian versions of battles, and past and present achievements of Indians. A sample daily class schedule for grades 1, 2, and 3 is appended. (JH)
Descriptors: American Indian Culture, American Indian Education, Child Rearing, Classroom Techniques, Cultural Differences, Cultural Traits, Elementary Education, Elementary School Curriculum, Primary Education, Reservation American Indians, Student Characteristics, Teacher Attitudes, Teacher Characteristics, Teaching Methods
Special Education Supplies, Box 873, Bloomington, Indiana 47401 ($2.00)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chippewa (Tribe)