Aboriginal Children

Author : Gabriel Rise
Being aboriginal is not simply a physical expression of Aboriginal
identity but includes a mixture of cultural inheritance,
spirituality and an inherent connection with the earth.Every child has the capacity to learn. How much and how effectively
they learn is in the hands of the classroom teacher. In a school
community that has a population which includes Aboriginal students, it
is essential to actively get to know every student as an individual, a
cultural being and a learner. Without this, there are limits to the
learning capacity of the child within the classroom environment.Every child in the classroom has an identity as an individual. This
can be influenced by outside factors such as race and cultures, but
essentially the child is still a human being. The creation of identity
is rooted in the social roles in which the child fulfils. The social
role that the child plays determines, in large part, the range of
actions expected of [them] and those with whom they interact their
sense of belonging depends on the way others see and respond to them.Therefore as a teacher, it is imperative to learn about each child as
an individual being within the context of their learning. As Hudspeth
and Williams point out, the self image of a child is constructed
through the response they get from fulfilling their social
responsibilities. If the child is successful then their self image
will be positive, likewise, if they fail in their role then their self
image becomes negative. The implications for this, in the classroom,
are that the teacher must know where each student is at, on an
internal level, before attempting to start teaching. Knowing the
students as individual learners is vital if the teacher desires the
learning process to be in any way effective.If there are individuals with low self esteem coming into the class,
the teacher must deal with this in order to fully welcome, understand
and ultimately enhance the children's sense of personal identity.
There are a variety of strategies that Hudspeth and Williams use in
order to enhance the child's self esteem, prior to the learning
experience.Ensuring a safe and predictable environment is vital to encourage
children to come to school. If the child feels in any way threatened
or negative about school, they will simply refuse to come. The issue
with this is that the parents do not force them to attend.
Consequently the teacher must work hard to create an inviting and
stimulating environment to entice the students to attend school.Having the students create the rules in the class gives them
responsibility and autonomy that is embraced within Aboriginal
culture. The students are more likely to participate if the teacher is
not the bossy "sage on the stage". It is also important to have
predictable consequences for misbehavior. If the students know what
to expect at all times they will be more comfortable in their
environment.Building associates relationships with the student is important
for improving their self esteem. If the student knows that you care
about him or her then they will take an interest in you. Reinforcing
good work with positive feedback and a hug can often result in higher
performance and reception from Aboriginal students.Allowing moments of humor in class is a positive way of strengthening
the relationship between teacher and student. As long as the humor is
positive and not derived by sarcasm or at the expense of a student,
then it is likely to have a affirmative effect.Sometimes the simplest things can be the most effective ways to get to
know each child as an individual. Casual conversation about their
likes and dislikes, what they are good at and their family can give
great insight into the child, their attitude, talents, problem areas
and goals. In addition to learning about their interests, they want to
know about yours. Offering information about yourself allows them to
see you as human as well. Relationship building is a two way process.It is essential that a beginning teacher allows time at the start of
the year to really get to know each student as an individual. It is so
important because if you put the work before relationships with the
students then you will never extract the full potential out of the
Aboriginal students.Discovery of each individual's identity as a Cultural Being must start
with gaining an understanding of the students as Aborigines in
relation to family, land, community and spirituality.The problem arises at the interpretation of the word "natural"
depending on the culture from which you approach the meaning. What is
"natural", expected behavior in Western culture is completely
different from what is considered "natural" within the Aboriginal
context. It is vital to have an understanding of the Aboriginal
culture from the context of understanding the students as "cultural
beings".At home, the Aboriginal students are not seen as subordinate to their
parents. They are afforded great autonomy from a small age and are
taught to be independent. While in a Western context, the child would
sit up to the table at a set time for dinner, have a bed time and be
told what they can and cant do by their parents, in Aboriginal culture
it is the exact opposite. The teacher can allow the students to call
him or her by their first name as a way of reinforcing their notion
that they are not subordinate to adults, within the school context.Aboriginal students are usually brought up by their grandmother or
aunties and uncles. Biological parents do not play the same role as
parents to white children. The extended family is key in the
upbringing of the child. They play a major role in their life and this
must be understood by teachers who wish to have parent/ teacher
interviews. It is vital to understand who are the significant
parents for each individual child so that you are dealing with the
right people and you don't offend any of the extended family.Having informal class visits from family is a great strategy for the
student to show their family what they have been learning, but also
for the teacher to learn who are the significant people in each
child's life.Aboriginal students take care of their own needs. From a small age the
children are taught to look after themselves. It is completely normal,
within Aboriginal culture for children to get up in the morning, feed
themselves, shower and dress, go to school, come home, have dinner
when they are hungry and finally put themselves to bed when they are
tired. The advantage of this is that they learn to be responsible for
their own actions.Being flexible with play and meal times can work in the teacher's
favor, by allowing the students autonomy in their decision making,
but also keeping the class climate relaxed and seemingly unstructured.Aboriginal children are not expected to comply with directions
immediately or sometimes not even at all. The implications for the
teacher, in appreciating this cultural difference is that it is
unreasonable to discipline an Aboriginal child for non-compliance.
This can be challenging for the teacher to accept, but it is crucial
because the teacher must embrace the culture of the children in the
classroom. However, this does not mean that the children can never do
anything and expect to pass classes.Introducing peer monitoring can be an effective strategy for keeping
students in check. Rather than having the teacher scolding or
disciplining students, the students monitor the behavior of
themselves and their peers. Giving class rewards motivates students to
jump on the misbehavior or non-compliance of peers.It is critical that teachers be open to learning from their students.
As a beginning teacher there is much to be learned about Aboriginal
culture and practices from the students themselves. Their level of
practical intelligence in the outdoors is exceptional, and the teacher
can learn a great deal from giving the students the opportunity to
teach. This also reinforces that their cultural abilities are highly
valued within the learning context, not just the classroom literacy
and numeracy imposed on by government.One thing that is important to remember about Aboriginal students is
that they do not come to school be become like the non-Aboriginal
students. Family and cultural learning is still alive and very strong
in the remote communities. Therefore the cultural learning takes
precedent over secular education.Family or community obligations are much stronger in Aboriginal
families than in white families. Boys who have been initiated into men
within their tribes have a greater family responsibility than their
schooling. They are expected to take care of the family and therefore
are less likely to regularly attend school. It is not an excuse, but
teachers need to be aware of their responsibilities, be flexible and
adaptable to their needs as well as the needs of the class.All Aboriginal students have an inherent spirituality linked with the
land and the Dreaming. It is not the place of the teacher to deny this
spirituality, but to embrace it, teach it (if possible) and allow the
student to feel pride in their Aboriginality.There are some aspects of Aboriginal studies that only Aboriginal
people should teach. In which case, the teacher could invite parents
or member of the community into the class to teach the students about
their history, culture and spirituality. The elders are the custodians
of knowledge. By welcoming elders into the classroom, it is the most
respectful way the teacher can embrace the traditional way of
teachings for the Aboriginal students.The most significant act that a teacher can do for his or her students
is to embrace and celebrate the Aboriginality of the students in the
class. In doing this, the students feel pride in their identity and
appreciate that the teacher treats them as equals within their own
country.Finally, it is most important that the teacher allows time to get to
know the students as learners. The identity of indigenous students as
learners has 2 components, a) understanding the student's individual
needs and ability and b) the cultural influences on their process of
learningUnderstanding the student's individual needs and ability can be
attained by assessing for prior knowledge using questioning. However
the simple act of asking a direct question is considered
confrontational and threatening, so the process of acquiring this
prior knowledge must take into consideration the cultural influences.
The following are some strategies that are compliant with what is
culturally acceptable.Direct questioning is considered threatening and students do not feel
comfortable. By asking open questions to the class or assigning small
groups to confer and report back, the students feel safer and are more
likely to participate and learn.Aboriginal students are not, by nature, compulsive. They need time to
work through questions and consider their answer before volunteering
it. When they are singled out, they experience feelings of shame or
embarrassment, as they feel they are being tested or that the teacher
is trying to catch them out.The simple act of allowing students to work in pairs or small groups
encourages students and they will learn more from the experience.Within Aboriginal culture it is deemed impolite to make direct eye
contact with another person. In the classroom therefore, teachers need
to be aware that if the Aboriginal students are not looking at them,
it does not mean that they are being ignorant or not listening.
Teachers need to accept that using the common phrase, I only know
you are listening when you are looking at me will not work within the
classroom with Aboriginal students.Aboriginal students in their culture, learn through observation. In
history they never kept written records. History and culture was
taught and passed down orally. Consequently, their listening and
observation skills are strong. Teachers need to take these strengths
on board and use them to advantage the student rather than insisting
on all writing tasks.Aboriginal students have exceptional practical intelligence. If a
student is struggling in the classroom, it is a great strategy to take
the topic and create a practical activity that the student can
demonstrate their understanding. It is important to be flexible and
create activities that benefit those students who are academic as well
as those who are more kinesthetic, practical learners.Aboriginal students are highly interactive. Utilizing more
student-centered learning activities than teacher directed activities
will benefit the students as they work extremely well in small groups.
Including activities in the natural environment will make their
learning more authentic, cultural and practical.Highly kinesthetic activities will benefit the students. Activities
such as arts, craft, singing, dancing and role play will increase
their susceptibility to retain information.Developing their Standard Australian English is a national priority in
the education of Aboriginal Students. While their language, Aboriginal
English is to be embraced and valued, it is imperative that the
students develop their Standard Australian English so they can fully
integrate into modern society, gain full education and have the same
opportunities as any other Australian.Through an analysis of the Aboriginal child it can be deduced that
their identity as individuals, as cultural beings and as learners are
all interconnected. In breaking down this interconnection, each level
can be dissected and examined closely to educate teachers in how to
most effectively educate Aboriginal students and create the rich
fabric that is Aboriginal Education.Gabriel Rise is an expert writer at Essay writing service and a writing couselling department expert at dissertation writing service. The assistance of their writers is an invaluable input in your future professional growth.EssayCapital.com is dedicated to providing a custom essay writing service that is both top-quality and affordable.
Keyword : Aboriginal, children, behavior