Native Knowledge
Elders in the Classroom
by Roby Littlefield
This article is also available in .pdf format.
All students can benefit from inter-generational contracts. In Alaska
Native cultures, grandparents were held in high regard as they contributed
to the community by passing on knowledge and skills. Children learned
by listening to and watching Elders and often didn't realize they were
in training. Bringing grandparents in to share personal knowledge when
studying subjects like nutrition, customs, plants, biology, and history
can benefit the entire class.
To get started, first look to your class members. Send home a note or
survey expressing your desire to include parents, grandparents, and Elders
in your lessons. Get referrals for possible speakers from organizations
that work with Natives and/or the Elderly.
The way to ask Native American Elders for help is different from Western
customs. Initial and subsequent contact should be subtle. Visit with them,
allowing time for the conversation to wander. Allow for extended pauses,
giving them time to think and decide. If their hearing is poor, sit on
the side of their better ear and make sure your lips can be seen. Direct
eye contact should be limited. Standing or sitting at an angle can increase
an Elder's comfort level. Keep your questions basic and specific.
Begin the request by telling a little story about your class and how the
Elder could help. If you are not sure if the Elder is interested, hint
strongly that you would like to have their help and ask if she or he knows
of someone who might be willing to participate. Custom teaches that it
is rude to give someone a frank "no" to a request for help, so you need
to recognize that a noncommittal response might mean "no," or it might
mean that the request is being considered. If at some point the Elder
changes the subject more than once while you are explaining your request,
you should be aware that she or he might be trying to say "no." Don't
force a response; if it is clearly not a "yes," let it go, or suggest
they can contact you after they've thought about it.
It is important to ask before a meeting for permission to make audio or
video recordings. Don't show up with the equipment; you may force consent
and cause bad feelings. Permission to listen to or tape a story or lecture
does not give you any right to rebroadcast or write the story with you
as author.
If an Elder has agreed to participate in a classroom, suggest an activity
or topic outline so they know what you are expecting. Provide them with
optional dates and the logistics. It is helpful to explain the routine,
consequences for students' misbehavior, and possible options if problems
come up during the lesson. It is your responsibility to ensure discipline
is maintained. Be aware, however, that Elders generally do not support
strict discipline in a public setting. Discuss how to make a smooth transition
to help the Elder leave the class. Agree on some visual signs and ground
rules.
When the Elder arrives, properly introduce her or him so the Elder under
stands your respect for them. The teacher should be alert for visual cues
from the Elder during the visit and be prepared to give unspoken signals
back. The teacher should stay in the room.
Give the Elder a chance to use traditional discipline. Be prepared to
move a child to sit by an adult who can role model how to listen respectfully.
If you have problems with students degrading or ignoring an Elder, have
a teacher's aide or adult Native quietly intervene.
Most traditional stories are like a round, crocheted pot holder. The story
teller goes round and round the subject until it all comes together and
finally comes to the lesson or point. Be patient; allow the Elders to
share their culture in their own way. Your students are learning how to
listen. Students should refrain from interrupting to ask questions. There
will be a proper time to ask questions.
As a thank-you, Elders usually appreciate students and teacher letters,
pictures, and story booklets, which are treasured and shown to friends
and relatives. This may also encourage other Elders to participate in
classroom projects.
Sometimes you will find a resource person who is available for a wide
variety of subjects and projects. If you use an Elder more than once,
the school should provide some type of stipend in appreciation of the
energy and knowledge the Elder is contributing. Be careful not to burn
out your Elders. Whenever you make a request, be sure the Elder understands
she is not obligated.
Keep your lessons flexible in case the Elder can't come at the last minute.
Once an Elder has agreed on a time to come into your classroom, avoid
changing or postponing the visit.
The Website for National Science Foundation Grant No. ES1-9910219
Last Modified on May 20, 2002 by Sidney Stephens
