Uma uhambo lwakho eLondon iba uhlamvu zemfundo, vakashela ezinye ezidonsela nezamasiko. Kusukela ukuya kabusha KaShakespeare Globe ekuzihloleni Tower of London, uzoba kokukwenza. Singathanda futhi bancoma ejabulela yobuciko wesimanje ngesikhathi Tate Modern ku South Bank, kanye ngokuvakashela Southbank Centre. Tingamila imikhono uma beseyiphumile. Letinye tigucula tisu tato kwangaphandle kuye ngekhatsi kwentela kukhona kugaya letinye tilwane – kubitwa ngekutsi kususa tonkhe tincenye temtimba ngekhatsi. Tikhicita ngekukhokha emacandza emantini. ▼ The mechanisms related to non-Native teachers building trust among Native American students and their families was explored. Learning styles and scholastic relationship formation of Native American students differ from European American students with an increase in exploratory and holistic learning, an increased cooperative learning framework and sociolinguistic approaches that include increased pause time in conversation and private praise or criticism. External support elements that contribute to increases in student development include teacher, family and tribal community support; historical impacts of the boarding school era are explored as leading to a mistrust of European American teachers and the related increase in achievement attributed to positive and trusting relationships with teachers. Social dynamics include the challenge of balancing official and practical citizenship within the United States and within each sovereign tribal nation. Family and community skepticism regarding advanced education as a challenge to cultural fidelity is explored. Scholar-practitioners must develop trust within a tribal community in order to gain trust of the students and families in order to determine how to best apply the mechanisms related to Native American student achievement. IPA methodology was used to collect the voice and experiences of 6 Native teachers. Significance includes acquiring community background information for non-Natives serving a Native community, developing an understanding of trust barriers and developing strategies for trust formation by non-Native educators. Thematic findings relative to practice recommendations include the importance of learning to listen, becoming actively involved in the Native community, embracing cultural teachings, implementing an authoritative approach and setting aside a Western lens.