By Terry Huffman
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She, like other facilitative educators, emphasized the need to provide effective, structured instruction for students: When it comes to teaching, there is kind of a dual role for me compared to the kids that are presently in my class and the kids that I previously have had who are no longer in my class. I’m pretty stringent and I’m all about procedures and structure with my kids because I know they don’t always have it. And my kids just flourish when there is structure and they know the expectations, they know what is going to happen.
I want to defeat that, “Well this is the rez, this is way it is. We drop out when we’re fifteen, we drink and we smoke, and we do these things because that’s the way it is. ” Well, we need to change that portion of it. That’s the main focus for me. Facilitative educators recognized the urgency to combat the perplexing social problems found on their reservations. In their view, American Indian educators represent one of the few serious contenders as models of social change for reservation communities.
And I try to be that example. . The biggest thing for me is to establish the positive. To establish positive relationships with kids. Some of these kids have no sense of being, I guess is what it is. ” A Montana educator echoed similar sentiments when she simply reflected, “In some ways I feel like I’m a good role model. Plus, I feel like in some ways I’m someone they can come to. ” Affinitive educators regarded empathy as a major component of building personal relationships with students.