Aboriginal Worldviews and Perspectives in the Classroom

A Positive, Learner-Centred Approach
In addition to knowing their students as individuals and configuring instruction to connect
with their interests and build on their strengths, teachers who espouse a learner-centred
approach typically adopt an outlook characterized by
••
a willingness to see themselves as facilitators of students’ learning rather than autonomous
classroom managers
••
a focus on “setting the bar ever higher” with respect to what students can do rather than on
magnifying their awareness of what they cannot yet do (i.e., a deficit focus)
••
an emphasis on promoting student self-regulation and student initiative with respect to
their own learning (age-appropriate)
••
the more extensive and frequent use of student self-assessment activities
••
the ability to nurture reflective learning (including the use of student-generated criteria for
assessment).
Building capacity in our community and our students
involves
• treating kids respectfully and really listening to
what they have to say…
• creating a space for kids to meet their social/
emotional needs before their learning needs…
• educating the whole child (heart/mind education).
participant, Tsaxis
There are such varied methods
of learning and teaching.
Consequently, within the
education system there needs
to be huge diversity in ways to
represent what you know.
participant, ?Aq’am
Respect means giving room for all voices (indeed expecting all to take a turn speaking). It also means
listening respectfully (for students, this means no electronics, but quiet doodling or movement while
others speak is OK). Engendering respect is a challenge when the home environment does not have
established patterns to facilitate this. Consistency in applying expectations and accountability
for students are critical. And making connections with the students is key to understanding the
motivation and values underlying student absences or challenging behaviour.
When it comes to disruptive behaviour, consequences need to be clear, consistent, and relevant
for learners — not punitive, but focused on the needs of the group. Again, deliberately managing
students’ use of electronic devices is especially important (e.g., requiring students to park their cell
phones; modelling appropriate use in specific situations).
participant, ?Aq’am
48 Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward