EFFECTIVE TEACHING STRATEGIES
TEACHING ABORIGINAL & TORRES STRAIT ISLANDER STUDENTS
When teaching all students regardless of their cultural identification it is vital that the teaching strategies used are relevant and effective for the students. For engaged learning to take place the educational experiences offered them must be focused to achieve learning objectives and outcomes. Aboriginal and Torres Strait Islander students may engage in learning in varying ways and so developing strategies that may be effective in engaging in Indigenous students can be supportive of successful teacher practice. However it is important to ensure that all students are considered as individuals with varying educational needs and not to group students learning paths based on their cultural identity. It is important that teachers have high expectations of students and create a positive view of Aboriginal and Torres Strait Islander people within the classroom as well as using specific strategies that may be effective in teaching Indigenous students.
HIGH EXPECTATIONS
Educators should have high expectations for all students but it is particularly important to from high expectation relationships with the Aboriginal and Torres Strait Islander students within our classrooms. Educators should not base classroom practice on deficit models as it creates the idea that Indigenous students need to catch up as they are not as accomplished as other students (Stronger, Smarter Institute, 2014). Having high expectations of students individual strengths and capacities are acknowledged (Stronger, Smarter Institute, 2014). It is important to not only expect the best from students within our classroom, but also expect the best from our selves for our students.
POSITIVE IDENTIFICATION
In order for students to have high expectations they must have a positive image of themselves as an Aboriginal and/or Torres Strait Islander student. Within the classroom and the teaching content there must be examples of successful Indigenous individuals (whatworks.edu.au, 2015). If students are able to see other individuals who have come from a similar cultural background that have been successful it may help them to consider that their classroom and cultural education do not have to be mutually exclusive (whatworks.edu.au, 2015). It is important that they have a model of positive Aboriginal identity and that we as educators develop and embrace that Aboriginal identity of students and communities (Sarra, as quoted in Leech, 2007). Throughout recent history Aboriginal students have been presented with a negative stereotype of the Indigenous population resulting in many young Aboriginal and Torres Strait Islander students subscribing to that negative stereotype (Sarra, as quoted in Leech, 2007).
EFFECTIVE TEACHING STRATEGIES
- Allow students to achieve success in private not in front of large groups
- Avoid problem-solving and inquiry-based learning
- Allow students to complete tasks in small groups
- Incorporate instruction of Standard English whilst acknowledging Aboriginal English as a legitimate form of language
- Cover the context before focusing on the detail
- Acknowledge the student
TEACHING ABORIGINAL & TORRES STRAIT ISLANDER CONTENT
As previously stated the welcome to country is something that I find vitally important. In response to this I think that is important that my students know why we engage in this practice rather than assuming that it is just a formality. On way I would do this in a non threatening way and without placing blame upon European Australians would be through the book The Rabbits.