Andre’s 7 Rules Of Native Education
![]()
![]()
![]()
![]()
![]()
![]()
![]()
These rules are my reflections after having worked in Native Education at all levels (parent, teachers aid, bus driver, high school teacher, head start teacher and administrator, college instructor, principal, and tribal education director). They are written to an audience of supplemental Indian Education programs. I have modified them and added to them over the years as I continue to learn and find other successful practices and programs. As has been demonstrated, through time and research, the techniques that successfully meet the unique needs of American Indian students are also effective with ANY non-typical learner
1. Do Not Waste Your Money On Tutoring: This is the reason a school exists, to educate our students. If we use limited resources to relive them of this responsibility we are not able to work on broader issues that need to be addressed. Tutoring is a great tool to assist one, and only one, student; but it does not change the core problems that cause them to need tutoring. Use limited resources to be an advocate for all of your students in getting better curriculum, training and staff to work with our students and families. Tutoring can be made available by leveraging resources. Tutors can be paid for by outside resources such as Title 1 & VII, NCLB low performing schools and community learning center grants, Americorps, Peer Tutors, After School Programs, Cross Age Tutors, TANF, Workforce Investment Act funds, Adopt-a- Grandparent, be creative to stretch budgets.
2. 60-80% of Your Students Will Have A Visual Learning Disorder: This means dyslexia, numeric dyslexia, amblyloplia (lazy eye), focusing slowness, blurred and low vision (correctable with lenses) nutritional deficiencies, etc. If student are undiagnosed with these problems they WILL be labeled as discipline problems, or special ed. and will put on a path that gets them further away from having their specific needs met. You need to work cooperatively with IHS clinic, local specialist and the district to identify this as a learning disability and included in an IEP.
3. Change The System To Meet The Needs Of Students & Families, Not The Opposite: Western Education Models by and large are not the best approach for Native learners. American Indians learn best by visually reinforced teaching methods. Not lecture and copy. Participatory project based thematic instruction works wonders for any child. Unfortunately the focus is put on how teachers and schools systems feel “comfortable” in presenting instruction, which is they way they learned in College, predominately rote drills, written tests, lectures and homework. The copier and laser printer have replaced the ditto machine and mimeographs that all churn out endless streams of materials that are not designed to stimulate children to learn but rather to keep them busy.
4. 90% of the problems In The World Are CAUSED BY A Breakdown in communication: Help your students learn to speak clearly and effectively. This includes active listening which when bundled with decision-making skills, leadership training and internal asset development will get them well on the road to being a student poised to succeed. Helping students develop these internal assets will give them the skills and tools to grow and will help motivate them in school. Students who have fewer of these abilities will make poor choices that will negatively impact success in school. Use strong communication skills yourself. Do not leave things unsaid; seek common understanding of the issues at hand. Communication between the family and the school system will help minimize conflict and confusion. Work to achieve clarity and to promote long-term positive relationships based upon mutual respect and cooperation.
5. Schools must create, use & SUPPORT culturally appropriate curriculum: An integrated culturally responsive course of study uses materials and resources that link traditional knowledge and culture into the curriculum. The use of tribal art, history, language, geography, literature, and science can infuse the educational experience in relevance that will serve the needs of the Native student. Utilizing community resources such as tribal artists, ceremonial leaders, elders and language teacher to supplement and support the core curriculum will promote greater relevance to and mastery of the information being taught.
6. THE POWER OF COLLABORATIONS CANNOT BE UNDER ESTIMATED: Much like student study teams cooperative relationships between Indian Education Programs (Title VII, JOM and American Indian Education Centers) School District personnel, Parents Tribes and community agencies will promote the growth and potential success of our students. Together you can create an effective and holistic learning environment. Additionally, many Native students learn best in a cooperative learning environment. Use more small group cooperative learning projects with students that have a variety of skills and strengths (oral presentations, artistic, reading, social etc).
7. Everyone Should Adopt These Rules: At least consider them in working with students. The more we can make the education system accessible to all students the more we will be able to direct our limited funds to providing students with additional, tools, resources and programs that will better prepare them for their post-secondary vocational or academic careers.
If education systems do not operate with these rules considered Indian students will ultimately be pushed out of school when students drop out or are shunted to “Alternative Education Programs, home study etc we are relieving the system of their duty to educate our students. Work to break down the artificial barriers that impede learning and alienate students and families from the system. My best advice is to listen to your students and families and temper that with your own experience to change the overall system to best serve the needs of your community.
©André Cramblit. andre.p.cramblit.86@alum.dartmouth.org