By Terry Huffman
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These educators, both affinitive and facilitative, were performing similar roles, but they expressed the roles in different ways. ” Teachers need to personally connect with students, while simultaneously conveying necessary academic knowledge and skills. They suggest these efforts are 28 a m e r i c a n i n d i a n e d u c a t o r s i n r e s e r v a t i o n s c h o o l s somewhat contradictory; the challenge for each teacher is to strike the appropriate balance between them. Educators achieve that balance only through concerted effort; once established, that balance forms the very identity of the teacher as a professional.
So my role is kind of like a role that a lot of people played before. I preserve what has been taught to me and pass on as much as I can. ” Likewise, a Montana principal outlined his vision for his school. His remarks reveal the perceived need for educators to function as change agents: There is going to have to be a switch in the community system, I would say, with the tribal boards, with the community itself, by saying that education is important. Just because we are on the rez doesn’t mean things have to be a certain way.
A lot of roles. Most important being that they are here to learn and I have things to teach them. And from 8:15 to 3:15 they have to learn as much as possible because we 22 a m e r i c a n i n d i a n e d u c a t o r s i n r e s e r v a t i o n s c h o o l s don’t have a lot of time. So getting them to see the bigger picture and look down the road, have some ambition, and develop some goals and dreams [is important]. Such descriptions typified the facilitative educators. Much like the Montana educator quoted above, a South Dakota principal stated, “I think my main goal or role is that I want the best education possible for the students in my building.