Some Instructional Strategies for the Cross-Cultural Classroom

Abstract

Based on questionnaire data, 64% (114 respondents) return from all teachers in small village schools operated by the State of Alaska and the Bureau of Indian Affairs, This paper describes instructional strategies for new teachers entering the Alaskan cross-cultural community classroom. The paper also suggests how the instructional methods harmonize with village students' learning styles in regard to (1) personalism (experiment with ways to harmonize personal teaching style with students* learning styles) (2) competitiveness (devise teaching methods to cope with passive students), (3) joking (use this native method of correction in a two-sided manner), (4) project-reward work rhythm (assign concentrated work followed by material rewards and relaxation), (5) observational learning (use image-based instruction), (6) village-based anchoring ideas (relate instructional material to students' village experiences), and (7) parental involvement (inform parents as to the school's why's and how's). The appendix shows a copy of the questionnaire sent at the end of the 1969-70 school year. (MJB