Presented at National Association of Native American Studies Conference

Baton Rouge, Louisiana

February, 2006

by

Harold L. Sorkness

Lynn Kelting-Gibson

Effective Teaching Strategies for Engaging Native American Students

# Introduction

Recent statistical data from South Dakota and Montana reveal the dropout
rate among Native American students is high and the high school
graduation rate for Native American youth is the lowest among various
minorities (OPI, Dropout Data, 2003). Achievement test scores for Native
American students are low in both states, as well. It is important that
schools and teachers attempt to find ways to improve this situation. In
this study, teachers in two South Dakota schools that had a significant
number of Native American students, along with a group of K-12 teachers
from Montana, were surveyed in an attempt to determine what strategies
those teachers had found to be most successful. Teachers were also asked
what aspects of the Native American culture had significant impact on
classroom interactions. The results of the survey were compared to
recommendations specified in two textbooks for pre-service and
in-service teachers. The authors of those textbooks had not focused
specifically on South Dakota or Montana Native Americans, however.

# Background

The two most frequently mentioned reasons given by students for dropping
out of school were teachers' attitudes and lack of self-esteem
(Gilliland 1999). To be successful in teaching Native American students
Gilliland indicated that it was critical that teachers find ways to
raise students' self-esteem. He went on to list several ways of building
self-esteem, including having an accepting classroom climate, expecting
every student to succeed, emphasizing strengths, giving students
respect, including Native American literature, art, culture, values and
activities in the curriculum, and giving students pride in their people
and heritage.

One of the challenges facing Native American students is the historical
effect of education on assimilation and resulting loss of culture
(Gilliland, 1999). Cleary and Peacock (1998) identified other challenges
facing Native American students. One of those challenges was the
manifestation of oppression including racism. Racism included
institutionalized racism, overt and covert racism. Another manifestation
of oppression was that of communities in trouble and the problems that
resulted. The effects of peer pressure on culture, was another challenge
identified by Cleary and Peacock. Cleary and Peacock recommended that
teachers help students "walk in two worlds" by making sure that students
are first grounded in Native American culture. Cleary and Peacock also
stated that those Native American students who are grounded first, in
American Indian culture, are more likely to do better in school than
those who are not. Native American students, who are first grounded in
their American Indian culture, exhibit fewer at-risk behaviors such as
academic difficulty and social, emotional, and psychological problems.

Gilliland (1999) described cultural influences on students' educational
experiences. One influence was that of a people-centered, group centered
culture. Cooperation and sharing are important Native American values
and these can have an impact on students in mainstream schools. The
extended family is also important in Native American culture and this
may have an impact on a student's school experience. Other cultural
values which may influence a child's behavior and teacher attitudes
include significance of silence and concise expression, the avoidance of
direct eye contact as a sign of respect, lack of pressure from time, and
a sense of humor. Gilliland also stated that spirituality and health,
maintaining balance in an individual's life, is also important in Native
American culture. Many Native American students hold deep respect for
ceremonies which may affect their educational experience also.

In addition to the cultural influences mentioned above, Cleary and
Peacock stated that Native American students often do not like to be
"put on the spot" or receive public praise. In traditional culture, it
was not appropriate for an individual to stand out. Some American Indian
children do not like to be "spotlighted," even in a positive way.
Drawing attention to oneself was not appropriate in traditional culture.
The authors emphasized that teachers need to be aware of this and make
an effort to provide positive reinforcement or recognition in a
one-on-one situation to maximize the effects (Cleary & Peacock, 1998).
The authors also stressed that differences may be found in individuals
who are more "traditional" than those who are less "traditional" and
more assimilated. Mainstream incentives such as grades and
post-secondary education may not appeal to Native American students in
the same way as non-Native American students.

According to Gilliland (1999), it is important for teachers to inspire
students to achieve at their full potential. He pointed out several
techniques that teachers can use to inspire high achievement. The first
suggestion was accepting humor and making school fun. In addition, using
positive reinforcement, emphasizing strengths, helping students set
goals and developing a plan to reach those goals, challenging students,
and reinforcing effort were recommended.

Gilliland (1999) also recommended that teachers get to know the culture
and values of their students as well as their students' background of
experience and community needs. Teachers should become part of the
community. It is important for teachers to get to know the parents and
to recognize the importance of elders and ceremonial people in the
community.

Teachers need to build trust in their students by demonstrating that
they can be trusted (Cleary & Peacock, 1998). Besides being fair and
consistent, the authors recommended that teachers get to know their
students on a personal level. In addition, teachers should encourage
parental support and involvement.

Cleary and Peacock (1998) identified several cultural differences that
affect the educational experience of Native American students. Striving
for harmony and balance in life---the interdependence of physical,
emotional, psychological, and spiritual well-being---was important and
that individuals often experience dissonance when the harmony and
balance was disrupted. This dissonance resulted in negative attitudes
toward, and negative experiences in, school.

Gilliland (1999) stated that students need to see the connection between
what they're learning in school and what they need to know to be a
valuable member of their tribe and community (page 15). Since Native
Americans have often viewed school as another attempt by the mainstream
society to force them to assimilate, this strategy may be especially
important for Native American students.

The authors also pointed out that in traditional culture not looking a
person directly in the eye was a sign of respect, but that many teachers
expected their students to look them in the eye. Silence was a positive
characteristic also. It was important that people watch and observe
before they acted, and performing in front of others before you were
"ready" was not a good thing. It was not appropriate to show off, "pound
your own drum" in traditional culture. Individuals often do not like to
be put on the spot, even in a positive way. Group awards are often more
acceptable than awards earned through individual competition. Issues of
time, the concept of family and the importance of extended family,
spirituality, and the fact that mainstream incentives (grades, getting
into college, etc.) may not be as effective with Native American
students, were also mentioned by Cleary and Peacock.

In the following section, survey results are addressed in alignment with
the findings of Gilliland, Cleary, and Peacock. As you will notice, most
of the statements are very similar to the findings of the authors.

# Survey Results

In this survey, South Dakota and Montana teachers were asked several
questions regarding effective strategies for engaging their Native
American students. Descriptive data in the form of personal responses
are reported for each survey question asked. All responses are in
reaction to observations and interactions the teachers have had with
Native American students.

## Cultural Differences that Affect Educational Experiences

The South Dakota teachers indicated that values, beliefs, economic
issues, past biases from parents and/or grandparents regarding
education, and the background/home life of students coming into school
were important differences that affect the educational experiences of
their students. One teacher added that some of these are a reflection of
"culture of poor" more than culture of race. Some teachers indicated
that students were often reluctant to speak up in class or to ask for
help, and others indicated that praise given in private was often more
effective than praise given in class.

The Montana teachers responding to the survey listed several differences
that affected the educational experience. Those responses included:

-   What cultural differences don't affect the educational experience?

-   Students from different cultures have widely different assumptions
    of their roles as students and what they expect of their teachers.

-   Patterns of language use.

-   Motivation and priorities are not the same.

-   Common ground must be found for learning to be genuine.

-   All differences can affect the classroom.

-   Everything potentially affects the educational experience.

-   Everything, but in my school mostly the language and the value
    system.

## Challenges Faced by Native American Students

Teachers were asked to list challenges faced by Native American
students. The pressure of assimilation and the pressure to fit in
somewhere, the challenge of bias and prejudiced thinking, past biases
from parents and/or grandparents regarding education, the background and
home life of students, a "culture of poor" rather than culture of race,
and depression, anger, and prejudice were identified by teachers in
South Dakota. Montana teachers surveyed identified the following
challenges: the legacy of oppression, cultural misunderstandings,
problems of language, maintaining their cultural traditions and pride in
their individuality while needing to assimilate, the mental challenge of
not selling out your own culture, and being accepted and feeling
comfortable in both worlds.

## Challenges of Walking in Two Worlds

Those surveyed were asked how teachers could help students "walk in two
worlds." The teachers in South Dakota identified several ways teachers
could help. One was for schools to promote Dakota language classes and
cultural events. Another suggestion was for teachers to be respectful to
all students regardless of economic status and not to "snob" parents or
"overdress." Teachers should stress to students the need of being good
at something. Respondents indicated that it was important to teach units
on Native American and White history. Teaching both heritages and
helping students understand what "they're up against" was also
mentioned. Teachers need to show students that we're a "new generation"
and that our approach is different than earlier schools which emphasized
forced assimilation. Teachers should give students reasons for learning
and relate that learning to the real world. Teachers can point out
success stories and stress the importance of students doing their
homework and "passing." Providing students with a variety of experiences
and personalities was another recommendation. According to the teachers,
students need a good level of pride in order to function in both worlds
and that teachers need to help by fostering confidence in the students.
Being proud of their Native American heritage was listed as being
important. Another teacher indicated that it was important for teachers
to point out role models, career paths and options. Honoring elders,
attending events, showing respect for culture were also suggested. One
teacher's response was "Have Native American friends." She went on to
say that, although it may seem obvious, this was not always the case
among faculty.

Another suggestion was to remind students of similarities with others
and to create pride in who they are. Programs such as Character Counts
and Pillars should be connected to

Native American beliefs in the medicine wheel. One teacher appeared to
"downplay" the importance of "walking in two worlds" with the comment,
"Why are they walking in two worlds?" Another teacher simply wrote,
"Tell me."

Teachers from Montana listed similar suggestions. Knowing students as
individuals; including Native American history and culture in the
curriculum; valuing both worlds equally; "evidence her knowledge and
respect for their traditions and heritage;" honest effort and example;
enhance the positive aspect of having two cultures; integrate Native
American culture in their classroom; being educated and respectful
towards both cultures and the values they find important; promoting the
development of self-confidence; and acknowledging the unique position
that American Indian students have in history.

## Teacher as Learner

In this survey teachers were asked, "What and how have you learned from
students that has helped you in teaching Native American students?" The
number one response from teachers in South Dakota was "getting to know
students, learning what they like to do, and building relationships."
The second most common response was having patience and showing respect.
Other answers included the following:

-   Don't make judgements.

-   Allow enough wait time when asking students questions.

-   It takes time for students to get to know you and to develop trust.

-   Consider the students' home lives and the possible effect on
    homework.

-   Don't single out students with compliments.

-   Art activities and hands-on activities appeal to many students.

-   Grades and motivation may be different for Native American students.

-   Consider their possibly limited experiences and its effect on
    schoolwork.

-   Use stories.

-   Consider the time factor as it relates to culture.

-   Students may be reluctant to participate in groups or to express
    opinions in front of the group.

-   Work with students one-on-one.

Teachers in Montana responded to the question, "What and how and have
you learned from students that has helped you in teaching Native
American students?" with the following:

-   By working with and observing students.

-   Talking to parents.

-   You reap what you sow.

-   Become that trusted individual/be genuine and giving of yourself.

-   Be comfortable in your own skin.

-   Importance of precise language.

-   Enjoy and benefit when working in groups.

-   Approach each student with an open mind.

-   Within all moments is an opportunity to learn.

-   Teachers must set an example of humanity to earn respect of
    students.

## Teaching Strategies 

Teachers were asked to respond to the following question: "What teaching
methods and means of interaction with students have worked for you?"
South Dakota teachers indicated that one-on-one situations and small
groups were effective. One teacher mentioned that the use of personal
notes given to students was particularly effective. This seemed to
correlate well with the literature. Other teachers mentioned that
understanding Native American culture and beliefs and relating school to
the Native American way of life was effective. Another teacher mentioned
the importance of incorporating Native American culture into the
curriculum. Some teachers mentioned the importance of having a sense of
humor. An elementary music teacher said that showing Native American
videos and singing Native American songs worked well for her. Other
responses included:

-   Showing concern.

-   Being fair and sincere.

-   Creating a positive environment.

-   Showing students you care and getting to know students.

-   Providing options or choices in assignments.

-   Offering Dakota language classes and cultural events.

-   Teaching units on Native American history and White history.

-   Giving reasons for what students are learning and relating the
    learning to the real world.

-   Teachers can point out success stories.

-   Incorporate Native American culture.

-   Get to know students.

-   Be mother/grandmother figure to students.

-   Understand Native American culture and their beliefs---relate school
    to Native American way of life.

-   Be approachable; be visible.

-   Show kindness, honesty, and openness.

-   Treat Native American students like any other student in academic
    areas.

-   Have a positive environment.

-   Make students accountable and require them to do the work.

-   Use softer speaking tones.

-   Have a sense of humor.

-   Use hands-on activities.

-   Provide options/choices.

-   Provide individual, creative opportunities for students to showcase
    their talents.

Montana teachers listed the following:

-   Hands-on projects, computers, games, experiential lessons, story
    telling.

-   For reading and writing, one-on-one and tutorial, when parents work
    with the child, also.

-   Long range projects (plays, videos, portfolios), students teaching
    components of lesson.

-   Real-life projects (actually influence it).

-   Hands-on lessons with performance assessment.

-   Use of a variety of materials (computer, textbooks, video,
    transparencies...).

-   Working one-on-one, avoiding groups of 5 or more.

-   Small group projects.

-   Use of music.

-   Assertive discipline did not work, use trust and be an inspirational
    role model

All of these responses support the recommendations made by Gilliland,
Cleary, and Peacock.

## Specific Subject Area Teaching Strategies

Teachers were asked, "What strategies/activities in particular subject
areas have been especially positive or beneficial for your students?"
The number one response was incorporating art. Offering students choices
in learning and the product demonstrating that learning was another
suggestion. Teachers also mentioned using small groups with contests
between the groups. One teacher described a storytelling unit they used
at the beginning of the year. Students designed multimedia presentations
in which they presented themselves, places, family, and friends. All
students completed this project and were proud of their efforts.
Post-project self-assessments showed how much fun the students had. The
teacher stated that this unit worked well with both non-Indian and
Indians students. Other responses included the following:

-   Getting to know students.

-   Providing study guides for tests.

-   Allowing adequate time for make-up work.

-   Assigning detention to students.

-   Incorporating Native American facts and points of view.

-   Using a game to teach a lesson.

-   Using Native American literature in language arts.

-   Connecting Spanish with influence of Native American heritage.

-   Studying origin myths.

-   Providing alternative readings and videos that presented Native
    American perspective.

-   Students responded better to verbal instructions than to written
    instructions.

-   Having students sing songs in Dakota (in K-3 music) provided a sense
    of validation for their language.

-   Teaching students how to effectively use computers.

-   Repetition strategies were effective.

-   Using Around the World flashcards in math.

-   Offer ability-specific assignments which also lent itself well to
    choices.

-   In social studies talking about buffalo and other culturally-related
    topics was effective. Also, having dancers perform dances, utilizing
    Native American speakers, and playing powwow and/or flute music
    during the day were effective.

-   Music, movement, and manipulatives worked well with fourth-graders.

-   Showing sincere interest in drawings.

-   Using hands-on activities.

-   Learning about each other's culture.

-   Use various learning/teaching strategies.

Montana teachers identified the following strategies as being
particularly effective in various subject areas:

-   History: examining and analyzing Native artifacts (in and out of the
    classroom), building model homes, primary sources of oral
    historians, videos, Native guest speakers, learning, listing and
    analyzing Native culture and contributions.

-   English: field trips about Native Americans and others, fund raising
    for trips.

-   Pairing art and literature, classroom concepts to the public acts
    for the community.

-   Jeopardy games, CSI type investigations.

-   French: Internet and computers, videos.

-   Utilizing the multiple intelligences.

-   Build background knowledge, making connections, modeling and slowly
    releasing the responsibility to students.

-   Music: teaching students how to play an instrument.

-   Language Arts: field trips, reading and writing poetry, listening
    exercises.

While many of these strategies would be effective with non-Indian
students as well, it is important to note their particular benefit with
Native American students. It also reinforces the idea that students
share many similarities.

## Motivational Incentives

When asked, "What incentives have you found to be particularly effective
in motivating students?" many teachers mentioned various types of
extrinsic rewards. However, one teacher stated that having a "personal
relationship with each student creates an atmosphere of trust and
encouragement that goes farther than any extrinsic motivation strategy
(he/she) had ever tried...(students) will work hard to please you and
have pride in themselves." Other teachers had similar responses. One
mentioned "respect, honor, and interaction in trustworthy situations."
Another mentioned a "This is for you approach," spending time with the
teacher. Another teacher pointed out "Showing interest in them and
respect for cultures."

Incentives that Montana teachers found to be particularly effective
included the following:

-   Student dependent; they must believe they have power and influence.

-   Use of films, power point presentations, free writing and reading
    times, games such as Jeopardy, choice contests.

-   Public recognition and choices.

-   Freedom of choice in lessons, games, and friendly competition.

-   Corresponding with students from other cultures.

-   Letting them know I (teachers) have faith in their ability to
    achieve.

-   Positive feedback, praise, giving choices, helping students make
    connections.

-   A final performance (culminating activity).

-   Providing a role model, help students form a vision.

According to traditional culture, individual public recognition was not
viewed favorably so public recognition as an effective incentive was
somewhat surprising. It could be possible that some adoption of
mainstream cultural values had taken place in some students.

## Other Suggestions

The final question, "Are there any other suggestions you would give to
new teachers?" showed many responses similar to the advice mentioned by
Gilliland, Cleary, and Peacock. The responses from teachers in South
Dakota included the following:

-   Be an excellent listener.

-   Be kind.

-   Be real.

-   Look for individual's good points before negative.

-   Accept differences.

-   Enjoy the cultural mix---each brings a unique flavor to the
    classroom.

-   Get to know students.

-   Believe in students.

-   Make them feel safe to be who they are.

-   Use the "STAR" approach---Smile, Take a deep breath, and relax.

-   Understand the issues faced by students.

-   Don't be intimidated---they are still kids wanting to be cared
    about.

-   Have patience.

-   Talk to parents about concerns and have a plan of action in mind
    beforehand.

-   Ask for help from experienced teachers you respect.

-   Find support in teachers you are comfortable with.

-   Understand where students are coming from and relate to their
    background.

-   Have high expectations---don't underestimate what students can do.
    Treat them with respect, challenge them, and both the teacher and
    the student will have fun and get the job done.

-   Don't stop learning---if you aren't reaching a student try to figure
    out how to "hook" them into the subject.

-   Remember you are there for the students.

-   It is disrespectful for students to look you in the eye (cultural
    view)

-   Be flexible with lesson plans.

-   Learn as much as possible about differentiated instruction.

-   Learn as much as you can about discipline and classroom management.

-   Children see you for who you are regardless of what you look like,
    whether your clothes are new or old, and no matter how beautiful
    your bulletin board is.

-   Love children like your own.

-   Respect parents as you would your own parents.

-   Don't be afraid to ask parents or a tribal elder for help with
    things such as cultural stories, artwork, dances, etc.

-   Allow students to share and express their culture in as many ways as
    possible.

-   Bring the community to your room---invite parents, siblings,
    cousins, grandparents, etc. to join you.

Montana teachers suggested the following:

-   Learn from your students, whoever they are, believe in them,
    maintain curiosity and enthusiasm for your subject, go the extra
    mile, utilize every available resource.

-   Develop contingency plans for absent students, be willing to start
    with nothing, have a thick skin, you are a human being teaching
    other human beings.

-   Never be afraid to admit you are wrong.

-   Vary teaching methods, pay attention to student feedback, look at
    them.

-   Have faith in yourself and your students.

-   Be flexible, allow students to work in groups, hands-on activities,
    nobody is perfect, let their (students) personalities show in their
    work.

-   Talk to your students.

-   Have fun with your class all day, every day.

Although many of the suggestions are important for meeting the needs of
all students, they seemed to be particularly important when working with
Native American students and creating a successful educational
experience for them. The suggestions in this survey, provided by
educators from both South Dakota and Montana paralleled the
recommendations by the authors, Gilliland, Cleary, and Peacock. This is
important for pre-service and in-service teachers to see, in that theory
and practice do match in this case.

# Conclusion

Although a limited number of teachers in South Dakota and Montana were
surveyed, results from this study suggest that getting to know students,
having respect for Native American culture, integrating Native American
history and culture into the curriculum, and helping students be proud
of their heritage, were important factors when teaching Native American
students. It is recommended that both pre-service and in-service
teachers of Native American students embrace this research and practice
what both authors and educators have suggested in this article.

# References

Cleary, L.M. & Peacock, T.D. (1998). Collected Wisdom: American Indian
Education.

Needham Heights, MA: Allyn & Bacon.

Gilliland, H. (1999). Teaching the Native American. 4^th^ edition.
Dubuque, Iowa:

Kendall Hunt Publishing Company.

OPI, 2006. Dropout/Graduate Data: High School Dropout Rates by
Racial/Ethnic Origin.

Office of Public Instruction: Helena, Montana.
[**http://www.opi.state.mt.us/**](http://www.opi.state.mt.us/).

EFFECTIVE TEACHING STRATEGIES FOR

ENGAGING NATIVE AMERICAN STUDENTS

**Harold L. Sorknes, Ed.D.**

**Dakota State University**

**820 N. Washington**

**Madison, South Dakota 57042**

<Harold.Sorknes@dsu.edu>

**(605) 886-9594 (home)**

**(605) 256-5177 (work)**

**Lynn Kelting-Gibson, Ed.D.**

**Academic Advisor, Faculty**

**Northern Plains Transition to Teaching**

**246 Reid Hall**

**Montana State University**

**Bozeman, MT 59717**

<lynnk@montana.edu>

**406-994-5662**