ERIC Number: ED381332
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
Effective Teachers: Perceptions of Native American Students in Rural Areas.
Prater, Greg; And Others
This paper examines perceptions of Native American students regarding effective practices of non-Native teachers. A survey of students in grades 3-12 in 3 rural school districts on the Navajo Reservation (Arizona) questioned 148 Navajo students and 10 non-Native students. The sample included 28 special needs students (17.7 percent). The survey consisted of open-ended questions regarding what kind of teacher students learned the most from; what students would do in the classroom if they were teachers; qualities of ideal teachers; what teachers do in the classroom that discourages learning; student preferences for English-only or bilingual teachers; and the degree to which teachers should be aware of students' cultural background. Results reveal that students learn more from hands-on projects and teachers who encourage varied means of learning. Students also stressed that it was important for teachers to treat students with respect and to teach responsibility. Students indicated that if they were teachers they would teach patience and honesty, tolerance, and the golden rule. Students felt that the most important teacher qualities were respect, kindness, positive attitude, patience, and sense of humor, and that teachers should avoid talking too fast, making fun of Native culture, and giving boring lectures. Although many students felt that a bilingual teacher was not necessary, many others desired to learn more about their Native language. An overwhelming number of students felt that teachers needed to be more sensitive to Native culture. (LP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A