UBC Publications

UBC Publications

UBC Publications

Indian education newsletter May 1, 1972

Item Metadata

Download

Media
iel-1.0115102.pdf
Metadata
JSON: iel-1.0115102.json
JSON-LD: iel-1.0115102-ld.json
RDF/XML (Pretty): iel-1.0115102-rdf.xml
RDF/JSON: iel-1.0115102-rdf.json
Turtle: iel-1.0115102-turtle.txt
N-Triples: iel-1.0115102-rdf-ntriples.txt
Original Record: iel-1.0115102-source.json
Full Text
iel-1.0115102-fulltext.txt
Citation
iel-1.0115102.ris

Full Text

Array SVERS/Tlr^.
>tr^o1973        |
,x ,r/> LIBRARY
•-..i
».  J 5=..   i) 8 5|
H;: I
VOLUfiE 3   #8
fra
i
1 i     \
~ \
; ffii     {>\
P-
s
/^S.';-*
***>«,,
APRIL S MAY
1S73
Indian Education Red ounces Centex
Room 106 - Bxock Hail,  U.B.C.
Vancouvex S,  8. C.
Phone: 228-4662 FOR     YOUR     INFO.     -     alvin     mckay
April was a busy hectic short month for all educators.
For us, it was a long busy hectic month, with only the long weekend off, for part of the staff.
Our office was host to the Home-School Co-ordinators
meeting on April 24th.  This was under the direction of the Assistant
Director, Mr. Bob Sterling.
On April 25, 26, and 27th - the British Columbia Native
Indian Teachers' Association had their 7th semi-annual conference.
This was held at the Jericho Hill School for the deaf and the blind.
The primary aim of these semi-annual conferences is to make available
to the members information that they can use as ammunition when
they go back to their respective schools. A secondary function is
to arrive at "plans of actions" (instead of resolutions etc.) -
arising from their interpretation of the information received as
compared to their experiences from the previous few months.  These
plans of actions then lend direction for the Indian Education Resources
Center, the British Columbia Native Indian Teachers' Association
Members as they are involved in future teacher workshops.  A third
function is to deal with business (a low priority, since their
Center Council meets periodically to deal with on-going business
affairs).  A fourth function is for the members to get-together
to find out about themselves.  At the live-in facilities in Jericho'
Hill School, the members were able to bring their families, so this
part of the conference was a great success.
The theme for this conference was, "Relevant Indian
Education".  The keynote speaker was Mr. Walter Currie - an Ojibway,
who is now head of the Indian Studies Program at Trent University.
According to Mr. Currie, basic to relevancy is that "the nature
of the child must determine details of his education - a child
must determine details of his education - the flexibility and
adaptability." The student must have a reason for being in school.
Being Indian has no meaning by itself, and that education must help
the Indian to define what he is.  To accomplish this aim, Mr. Currie
stressed—the fact that education's essential aim is to help the
child to become the best person he wants to become. Within this
basic framework, Mr. Currie then analyzed weak, irrelevant areas
in the field of education.  (A tape of his speech x^ill be available
on cassette tapes from our office) .  Other resources personnel
dealt with innovative approaches to teaching - with the emphasis
being on Language Arts.  We heard from such programmed approaches
as DISTAR, and Education Dynamics.  Mr. Jim Inkster, of the North
Vancouver School Board explained an innovative reading approach
used in his district. Miss. Mary Ashworth gave an informative
talk on Teaching English As An Additional Language.
- 9   - - 2 -
The five district chairmen of B.C.N.I.T.A. gave reports
of their district workshops, and asked the membership to support
the plans of actions they presented.
Dean Birch - Simon Fraser University; Dr. R. King -
University of Victoria; Dr. A. More - University of B.C. sat on
a panel to discuss cross-cultural or intercultural courses being
offered at the universities.  This led to a lively discussion on
what the university could offer in addition to what x^as being
offered.
Another interesting panel xxras that comprised of the
Department of Indian Affairs; the Union of British Columbia Indian
Chiefs'; the British Columbia Association of Non-Status Indians'.
Borne  common grounds agreed upon was there xras lack of direct lines
of communication; if criticism — their must be alternatives offered;
sharing of expertise and materials; all groups to strive for cooperative effort to lesson learning difficulties or tension areas.
Many other areas of the Indians' life was discussed.
.A high-lite of the three days, was the banquet - a
delectable hot, and cold smorgasbord, and a fun-dance which followed,
and enjoyed by all.
ft
ftftftftft
ft ft ft
ft   ft   ft
ftftft
ftftftftft
*   ft   ft   ft   ft
ftft   ft   ft   ft   *   ft   ft   ftft
ftftftftftftftftftftftftftftftftftftft
BOARD     OF     SCHOOL     TRUSTEES
School District Mo. 76 (Agassiz - Harrison)
Applications axe invited Ion the position ol Jndian Home-
School Co-oxdinatox lex tixis dchool distxict elective June 1,   7973.
Applicants mudt have a minimum ol a Gxo.de 12 education, should, have
knowledge ol and/ox expedience with Indian people, mudt be able to
xelate well with school dtudentd and paxents, and should be acquainted
with the education system.    SaloMj negotiable.    Apply in wxiting by
Txiday, May 11,  1973 to:
T. T.  NOVJS,
SECRETARY - TREASURER,
SCHOOL DISTRICT #76
BOX 69, AGASSI!, B.  C.
* ft* ft
******************
3 - - 3 -
-   COUNT DOWN TO END OF SCHOOL YEAR
ALVIN A. MCKAY - DIRECTOR - I.E.R.C.
May represents the first stage of end of year activities
for most schools.
The following are some of the major end of year activities
we think should be noted: -
I. Wrap - Up of Major Units
a) use of oral and taped reviews
b) summaries that are correlated to life and
other school subjects.
c) reporting of term or year projects
d) field trips to be correlated with units of
studies.
II.  First Stages of Evaluation of Students
a) All four of above wrap-up activities
should be used as part of final marks
for students.
b) In summarizing all of the years written
testing, the wrap-up activities should
be considered to supplement the low
achievement test results.
c) Can schools bend rules to consider oral
testing:
III. Placement for Next Academic Year
a) teacher meetings - to discuss and compare
notes regarding sections I & II.
b) counsellor referrals in reference to
sections I & II.
c) parent - counsellor conferences in
reference to sections I & II.
IV.  Career Orientation Counselling
Every child should have a reason for being in school.
For Indian students, perhaps, one of the important reasons is to
be prepared to enter the work field. - 4 -
a) Defining vocation; career; job;
aspirations.
b) Making available a variety of
choices in the work field.
c) Providing opportunities to visit
places of employment, or viewing
films etc.
Poor performance in schools, truancy, absenteeism, stagnation
in grade levels are symptoms that the above four sections are being
neglected or overlooked.  Creating a positive self-image is the best
motivation or incentive approach.  A ready form of materializing this
aim is through providing for the child small measures of successes.
The following four articles should help educators to see
the significance of why such emphasis should be entered into at this
time of the year.
* *
*
*
* *
* * *
* ft ft  ft *
***************
********ftftft*ftft*ftft
SCHOOL DISTRICT #<W - NORTH VANCOUVER
REFLECTIONS REGARDING SCHOOL FAILURE
Current educational literature has produced serious discussions about the failure of many pupils to learn in our schools.
While the ghetto schools receive the most publicity, all schools
are faced with the problem of how and why far tob many pupils fail
to receive an adequate education.
In the past the schools have blamed the parents, the
children, and in some cases "a teacher".  The current trend suggests
that schools are designed for failure and that education has not
taught teachers how to teach more than a fexv of the pupils in their
classes.
This summer in preparation for a workshop, I read a number
of books on this topic and selected some of the statements for
class discussion.  It occurs to me that these statements might well .
be included here as "food for thought". - 5 -
The authors quoted include Glasser, Holt, Engelmann, Rosenberg, Fantini, Bateman, and some magazine writers whose names I
haven't remembered.
Please keep in mind as you read these that the authors are
not blaming teachers per se, but the faculty education system of
which we are all victims.  However, most of them do believe that
teachers must accept the responsibility for pupil failure and be
open to new and different technology which can prevent or minimize
failure.
1. Our schools are designed for failure and those who
succeed are usually those who can respond in ways
prescribed by the teachers.  Those who fail usually
resent school, continue to have poor self-images,
and too often become serious problems for the
school and for society.
2. Schools do not have programs for early idenfification
of children who will not learn by the usual methods
and, therefore, permit children to experience failure
making it very difficult for them to be anything but
failures throughout their school lives.
3. Schools perpetuate failure by not altering the curriculum and teaching techniques to fit a pupil's
potentialities.  They reinforce failure by continuing
to teach the same way that has already invoked failure.
4. Our schools are geared to the language behaviour
and background of middle class standards and children
from other homes are not really accepted or given
appropriate learning experiences.
5. In the American educational system, in order to learn,
a child must read.  If he does not learn to read
he does not receive an education in our schools,
although there is in our society a large amount of
instructional material xAich does not depend upon
print.
6. Many children today may not be suffering from learning disabilities but from teaching disabilities.
Education has not taught teachers that teaching is
a technology.
7. All children x<?ho fail in school have one thing in
common.  They are all products of prior teaching
that has failed.
• •• ■" D "" •• - 6 -
8. We keep our own mouths so busy we fail to hear what
comes out of theirs (children's)... When a teacher
talks too much he prevents interaction and feedback
which does not find out what pupils know or believe.
9. Schools do not usually teach pupils how to learn,
how to use what they learn, or that there is a payoff for learning.
10. Teachers with content goals emphasize leading students
through a particular subject matter in the quickest
time possible.  They place learning how to learn
secondary to the rapid acquisition of specific content.
11. Teachers often try to teach too much at one sitting.
They spend too long on a task, drill too much, and
remove whatever reinforcing properties (enjoyment)
that the task might have had for the children.
12. Too many teachers go through the motions of teaching
at a particular grade level without teaching the
children the skills pre-requisite to handling grade
level tasks, taking the time required to do a
thorough job.
13. Teachers tend to take the credit when pupils learn
("I taught them"), and deny responsibility for those
pupils who do not learn ("They lacked aptitude"
"They were immature" "They ....)
14. Traditionally, teaching presentation contains elements
of punishment and failure and reinforces (gives
attention to) failure more frequently than success.
15. Teachers often spend most of the school day working
on behaviour — admonishing and commanding rather than
teaching.
16. Fear of failure is one of the most powerful deterrents
to learning.  The student who is inordinately afraid
to making a mistake is inclined to withdraw from
active learning. He would rather not learn than expose himself to failure.  He will go to great lengths
to build defenses and avoid becoming involved.
17. For some children "emotional disturbances" is a primary
cause of their learning problems.  But for many other
children emotional problems are the result, not the
cause.  A child who consistently fails in his school - 7 -
.17. work is very likely to develop emotional problems even
if none were present initially.  Often diagnostic procedures have, uncovered an organic, neurological basis
of many learning and behavioural problems believed to
have been primarily emotional in the past.
18. By focussing on aptitude, educators close the door on
education — they see the child's failure to learn
not as a function of what he has been taught, but as
a function of his aptitude.
19. The certainty principle:  "There is a right and wrong
answer to every question," (questions that educators
have decided are important) makes memorization more
important than thinking. Memorizing facts leads to
boredom for those who are successful and frustration
and misery for those who are not ... The "Certainty
principle" with its total inability to provide students
with emotional satisfaction commensurate with their
efforts (as thinking can do) is an important cause of
education failure.
Fact-centered, non-thinking education is a prime cause
of discipline problems and failure. Pupils never get
a chance to express their interests or ideas or to
solve problems.
20. Many students fail because they don't know what is
expected of them.  This happens because teachers do not
know how to define goals clearly and to evaluate pupils
in terms of these goals.  (Everybody functions in a
fog of the teacher's making).
21. If a teacher expects a child to fail he usually does.
This can also apply to a whole class. (The self-fulfilling prophecy).
22. Some children fail because too often teachers carry a
built-in bias against the child (or children) who
"does (do) not belong in their classrooms."
23. Many pupils do not see schools as places that satisfy
either their present or future needs.  Our failure
to teach students or to help them discover the relationship of what they are learning to their lives is a
major cause of failure in our schools.
24. Too much school material is unrealistic, unemotional,
and dull — unless school materials are changed,
failures will increase because children seem unable
to get started without that bridge to relevance.
• •• ** O "*" • • • - 8 -
25. Probably the school failure that most produces failure
in students is grading...  In elementary schools, grades
set the stage for early failure...  Grades have become
moral equivalents — a good grade is correlated with
good behaviour, a bad grade with bad behaviour. Most
children regard C's and D's as "failing" grades. A's
and B's are the grades of the "successful" students.
26. Schools fail to teach pupils to gain and maintain a
successful identity through the needed pathways of
social responsibility (love) and self-worth.
27. We're too casual about nurturing children who have good
feelings. We're too negligent about nurturing children
who are low achievers.
28. Another important contribution to educational failure
is the assignment of excessive, tedious and often
irrelevant homework.
29. Unfortunately the operational definition of quality
education is "grade level or above performance in
basic skills and academic achievement, as measured
by standardized tests".  Teachers and administrators
are imprisoned by this definition and many argue that
quality education could be purveyed by the schools if
four conditions x^ere met:
1.  smaller classes  2.  riddance of disruptive pupils
3. materials that keep learners engaged  4.  freedom
from routine administrative details and interruption
of classes.
These demands of teachers are quite realistic, given the institutional setting in which they are asked to implement "quality"
education, even, though thus far, x^here these conditions have been
implemented, the results still are not encouraging.
Hiring more specilists, building better buildings, decreasing
class size x^hile desirable, will not solve.our problems, for there
are problems inherent in the educational system itself that not only
cause school problems, but that accentuate the problems a child may
bring to school.
From the:  "The Pacesetter"
Vol. Ill, //l, 9/10/69
*
***
*** * ***
*** * * * ftftft
** * ***ftft * **
****  ***  *** _ 9 _ - 9 -
SCHOOL DISTRICT m - NORTH VANCOUVER
INFERIORITY FEELINGS AND THEIR EFFECTS
MAURICE L. BULLARD
There are three main types of inferiority feelings and two
of these can be beneficial.
1. (Good)  Biological inferiority has caused man to
form groups for protection, develop his intellect to
use tools, and to generally become the master of
nature.
2. (Good)  A cosmic inferiority in which man realized
his minuteness in the universe and his inevitable
limit of earthly existance culminating in death.
This inferiority has compelled him to achieve in
philosophy, art, and religion.
3. (Destructive; it sets him up against others)  Social
inferiority comes from the child's interpretation of
his experiences of smallness in contrast to the size,
power, and abilities of adults and older siblings.
This social inferiority may be a minimal amount with no
harmful after effects, or it may be so severe as to require medical
care.  The relationship within the family largely determines the
extent and severity of these inferiority feelings. Mistaken methods
of child reading, even when stemming from the best of intentions are
just as harmful as outright neglect, rejection, or sadistic treatment.
The importance of an understanding by parents and teachers
of the dynamics of inferiority feelings can hardly be overemphasized.
SOME TYPICAL OBSTACLES TO SOCIAL DEVELOPMENT LEADING TO INFERIORITY
FEELINGS.
1. Spoiling and pampering (one of the worst obstacles)
2. Lovelessness, neglect, and rejection.
3. Anxiety, excessive supervision.
4. Excessive talking, extracting promises, nagging,
fault-finding, disparagement.
5. Physical punishment and retaliation.
*** ... - 10 - ..
*** ***
***********
*
*** -  10 -
SCHOOL DISTRICT M - NORTH VANCOUVER
COMPETITION VERSUS CO-OPERATION
FROM:  PSYCHOLOGY IN THE CLASSROOM
RUDOLF DREIKURS, M.D.
A competitive atmosphere in a class prevents integration of
each child into the group.  In such a setting no one child can be
sure of his place, a pre-requisite for harmonious function within
a group.  The development of a competitive atmosphere does much to
break down good spirit.  It makes one feel superior and the other
inferior.  Then no co-operation or team work is possible.
The differences in behaviour of students working under
co-operative conditions in contrast to a competitive atmosphere
have been widely studied.  When members of a class see themselves
competing for their own individual superiority, co-operative effort,
friendliness, and pride in the group diminish and disappear.
Co-operation is a rather difficult complex of skills that
cannot be easily obtained or used if competitive strife exists.
Elimination of the latter in the classroom can be accomplished
through group projects, which are an important means of integration.
The}'' stimulate co-operative efforts.  The child does not serve
selfish ends, but goals of the whole group if he participates in
a group project.  We can gain status and enjoy the significance of
his contribution even if it is less impressive than that of his
felloxtf students.  Each can make his own significant contribution
without any comparative evaluation with that of others.
Many objections are voiced to our suggestion that parents
and teachers avoid competitive strife amongst the children.  We
are told that xve should train our children in competitive efforts
since they will have to live in a highly competitive society.  This
assumption is fallacious.  The less competitive a person is, the
better he can stand up under extreme competition.  If he is merely
content to do his job, then he is not disturbed by what his competitor may do or achieve.  A competitive person can stand competition only if he succeeds.
*
ft
ftft  ft*
ftftft ftftft
ftftft ftftft
***** ftftftftftftftftftftftftftftft *****
ft ftftftftftftftftftftftftftftftftft ft
*    ftftftftftftftftftftftftft    ft
** ftft
ftftftftftftftftftftftftft
...  - 11 -  . - 11 -
i
SCHOOL DISTRICT M - NORTH VANCOUVER
WORKING TOWARD INCREASED SOCIAL RESPONSIBILITY
The amount of social interest a child acquires, determines
the success, and happiness of his later life.
Qualities for social interest (responsibility) include:
1. Has a good opinion of himself (high self-esteem)
2. Has confidence in himself.
3. Feels he belongs (in particular situations,
in the world).     .
4. Is independent.
5. Respects rights of others.
6. Feels concern for others, mankind,
human welfare.
7. Encourages others.
8. Is willing to share.
9. Wins and holds friends.
10. Is optimistic, forward-looking.
11. Is co-operative.
12. Puts forth genuine effort.
13. Achieves success in normal tasks of life.
14. Remains encouraged on occasional failures.
15. Can solve problems.
16. Accepts responsibility willingly.
17. Contributes to the whole.
18. Is situation-centered (needs of situation)
19. Thinks in terms of "we" rather than "I".
ftftftftftftftftftftftftft*
Intermediate School District 109
Everett, Washington.
Articles of Supplementary Reading for Parents.
Alfred Adler Institute of Chicago, 1970.
* ft
****ftft*ftftftft*ftftftftftftft*ftftftftft*ftft*ft* _   19   -
* ft * * *        *■*■ -  12 -
THOUGHTS
AMELIA  ROBERTS
What do you think when you see an old dog...
Axen't hid eyes sad.
What do you think ol animals...
Do you think they undexdtand us?
I wondex what they think ol Humans.
What do you think ol a Cow?
They give us a lot...
They give us milk lox nourishment...
They give us meat lox mudcle...
What do you think ol a Skunk?
Don't you think he is cwlul lonley...
Pxobably has no Intends.
What do you think ol an old, old man...
Don't you think he id wide?
Do you think the old wise men sit back, and laugh at the young making
theix mistakes.
What do you think ol youx Moihex?
Isn't she a Guaxdlan Angel.
What do you think ol youx Tathex?
Isn't he Supentnan.
What do you tliink ol Paxentd?
Don't you think they'xe a little bit pxoud, and a tittle bit sad as
they watch theix childxen gxow-up, and leave home.
What do you think ol youx Sistex?
Isn't she pnecious.
What do you think ol youx Bxothex?
Isn't he stxong.
What do you think ol Leaves, Txees, and Tlowens?
Don't you tliink it's tile's way ol saying,  I Love You.
What do you think ol the Mountains?
Axe they tiiexe Ion pnoduction	
Ane they thexe to look at on...
Do you think they axe tiiexe lox you to climb?
What do you think ol tiie Eaxth?
The Eaxth we use to plant oux Inuits, and vegetables...
The gnound we use to plant oux buildings...
What do you think ol dint?
Don't you think we should get down on oun knees, and kiss it.
What do you tliink ol a Blind Vehscn?
Do you think thein lonely?
Do you think that tliey can appnec-iate tile mone than the xeM.
...   - 13 -   .. - 13 -
What do you think ol a New Bonn Baby?
Axen't they eagex...
What axe youx thoughts...when you see a New Bonn Baby...
Don't you think ol Tommonxow?
What do you think ol Tommonxow?
Isn't it a Pnomise.
What do you think ol Today?
Don't you think it's a gilt.
What do you think ol death?
Do you think it's the end on do you think It's a nest Inom the wonld...
What do you tliink ol the Devil?
He's not even neat.
What do you think ol Angen...
Isn't it uncontxoltable.
What do you think ol Laughtex.. .
Isn't it xelneshing?
What do you think ol Ugliness...
Don't you think thene's no such thing?
What do you think ol Lile?
Don't you think it's worthwhile.
What do you think ol Love?
Isn't aX beautilul...
What do you think ol God?
Isn't he genexous.
What do you think ol me?
I think youx nice.
TRIBE:     Staulo  {Coast Salish)
V*       t       *V     f<GE: 19 yxs.
* *      *      * *
* *    *    * *
* ***** *
*********
*
*
*
*
*****
*****
ANNOUNCEMENTS
ART CONTEST RESULTS TOR INDIAN STUDENTS SHOULD BE AVAILABLE BY THE END
OF MAY,   1973.     [STANDINGS, AND AWARDS).
************************
*** *$*
* *
COPIES  OF PROFESSOR WAWTER CURRIE'S SPEECH TO THE BRITISH COLUMBIA
NATIVE INDIAN TEACHERS' ASSOCIATION EASTER CONFERENCE -— ARE AVAILABLE FROM OUR OFFICE.    JUST SEND US A BLANK 90 MINUTE CASSETTE TAPE.
[C-90).
********************
*
***      ... - 14 -
* / - 14 -
/ " ,
SUMMARY - HOME-SCHOOL CO-ORDINATORS GROUP MEETING
ROBERT STERLING - ASSISTANT DIRECTOR
One day before the scheduled semi-annual B.C.N.I.T.A. Conference
the Home-School Co-ordinators of British Columbia met as a group for the
first time. Most members were in attendance that April 24th to discuss
topics of concern that relate specifically to function of Home-School
Co-ordinators.  Parent involvement, counselling, liaison, and grass roots
problems such as truancy, dropping out of school, under achievement,
under participation, lack of communication, teachers labelling students,
teacher turnover, islolation problems, parental problems were topics
discussed at this meeting.
Systematically we approached these problems in relation to the
effect these problems have on a students preparation for adult life and
in relation to the specific ways in which the services of the Home-School
Co-ordinator could improve situations and conditions for the student.
We discussed: (a) the priorities of the Home-School Co-ordinator
(b) the summer Home-School Co-ordinator Course and
how it could be of maximum benefit to H.S.C.'s
(c) the possible impact of new Department of Indian
Affairs policies which, place Home-School Coordinator programme under Contributions to Bands
programme.
(d) Exchange of ideas
(e) the all-important xrarking relationship with the
Union of B.C. Indian Chiefs and B.C. Association
of Non-Status Indians.
Three main points were unanimously agreed upon:
(1) The Indian education Resources Center be given
the authority to co-ordinate the Home-School
Programme from an informational aspect.
(2) The summer Home-School Co-ordinator Course be
made open to more people and that it contain
enriched resource and orientation topics useful
to Home-School Co-ordinators.
(3) That B.C.N.I.T.A. on behalf of Home-School Coordinators recommend to Indian Affairs and
other funding sources that the suggested caseload for a single Home-School Co-ordinator be
set at 250 students.
These points will be brought to the Center Council for action at
their next meeting on May 25.
The Home-School Co-ordinators group discussion on April 24th and
on the afternoon of April 27th gave the group an excellent opportunity to
meet each other, exchange ideas and bring up points of concern that hit
home to the minds of every Home-School Co-ordinator.
Reports, circulars, and other informative data will go out to
Home-School Co-ordinators on a regular basis.
- 1 S -
***************** '••  LJ       '" j        ' -15-'
ANNOUNCEMENTS
MAILING LIST — ANYONE CHANGING ADDRESSES AT THE END OF SCHOOL TERM,
SHOULD ADVISE OUR OFFICE BEFORE LEAVING AT THE END OF JUNE.
************************
8 *
* *
*****                                        *****
* * * *
* *
THE INDIAN EDUCATION RESOURCES CENTER OFFICE IS OPEN REGULAR WORKING
HOURS DURING THE SUMMER MONTHS.
******************
* *
******************
* *
*i* ***
* *
HOME-SCHOOL CO-ORDINATORS' SUMMER COURSE AT U.B.C.  - DETAILS TO BE
ANNOUNCED AND MAILED OUT BY THE.END OF MAY.    ANYONE INTERESTED IN
TAKING THIS COURSE,  PLEASE WRITE TO MR.  ROBERT W. STERLING IMMEDIATELY,
ADDRESS ON NEWSLETTER.
*************      *************
V
*
*****
* *
*
BOOK LOANS FROM INDIAN EDUCATION RESOURCES CENTER:
- 3 BOOKS FOR ONE WEEK PER PERSON.
- 5$ PER DAY, PER BOOK FOR OVERDUE BOOKS.
- ANY LOANS BEYOND THREE (3) BOOK LIMIT
WILL REQUIRE A DEPOSIT OF ONE-HALF
THE VALUE OF ALL THE BOOKS. DEPOSITS
WILL BE RETURNED IN FULL PROVIDING
THAT, ALL BOOKS ARE IN THE CONDITION
THEY LEFT THE LIBRARY OF I.E.R.C.
- LOST BOOKS WILL BE THE RESPONSIBILITY
OF THE BORROWER ~ TO COVER THE COST
OF THE LOST BOOK.
******
**
. ##
******
A********************************************************** - 16 -
TERRACE SEMINAR FOR STUDENT TEACHERS'
DR. ART MORE
"Was I ever hassled by that class of grade 8 boys"; "What
a great bunch of people over at this Indian Village"; "What do I
do when a grade 3 girl is caught stealing lunches because she hasn't
had a square meal in two days?"; "How do I convince that teacher
that we should have more local Indian people at school for our unit
on British Columbia Indians?".
These question and others like them were heard at a weekend seminar in Terrace for sixteen student teachers' in the Indian
Education Course at U.B.C. The seminar was part of a project, arranged
by Dr. Art More who teachers the Indian Education course, to move the
learning experiences outside of the university walls into communities
where the class members might end-up teaching.  During the winter
session class members had been urged to spend as much time as possible
in Indian communities outside of the Vancouver area.
The seminar was arranged to bring together student teachers'
from the North Coast area, and from as far away as Ucluelet to interact with each other, Indian educators and teachers about their
student teaching experiences.
Resource people at the seminar included:  George Wilson -
Director of Indian Education for British Columbia, and Chairman of
Center Council for the British Columbia Native Indian Teachers'
Association (BCNITA); Bertram McKay - Principal at Aiyansh, and
President of BCNITA; Audrey McKay - mother or two, and president of
the Aiyansh school committee; Dr. Buff Oldridge from U.B.C; Kathy
Hyde - Indian Studies class teacher at Masset, and a former student
in the course; and Lee Bullen, Supervisor of Instruction in the
Queen Charlottes.
The main purpose of the retreat was to give the student
teachers a chance to re-organize, and develop their objectives,
attitudes, and teaching styles, particularly in relation to their
Indian students.  The student teachers has numerous experiences
with Indian people during the Indian Education course, but these
experiences are of a relatively transitory nature.  The final
practicum is the first time that many of them have an in-depth,
local experience with Indian people, lasting more than a few days.
As a result they were re-thinking their ideas, changing, and
developing their attitudes, and generally having to assimilate
many new and different experiences.
• ••  —  A /  ™*  ••• - 17 -
A highlight of the seminar was the presentation of Bert
and Audrey McKay, about the views of Indian people towards
education and teachers. Another highlight was discussion spearheaded by Buff Oldridge about the basic needs for love and
self-esteem that all children need.  Other topics of discussion
ranged from comments by George Wilson about regarding Indian people
as fellow human beings, to a description of the Indian Studies
course at Masset by Kathy Hyde, to descriptions of developmental and
research projects at Terrace and on the Queen Charlottes.  Considerable time was also spent on specific problems and situations that
student teachers had found themselves in. Saturday afternoon ended
with a slide presentation on Kitselas Canyon by Dave Walker.
Student teachers were Linda Broadhead, Bradley Hunt, and
Linda Poole from Masset; Mike Nahachewski from Queen Charlotte City;
Wayne Sawyer from Prince Rupert; Rob Wilson, Barb. Pinkerton, Dennis
and Ethel Laidlaw, Karay Wing, and Pat Marrion from Terrace; Kathy
Keller from Kitimat; Theresa Slik, Jacques Slik and Virginia Smith
from Hazelton; and Wendy Leong from Ucluelet.
Other resource people x^ere Don Cunningham, and Dave Walker
from Skeena Junior High, Bob Bussanich from Caledonia, and Muriel
Roberts from the Indian Education Resources Center.
The seminar was funded by the provincial Department of
Education.
* ******************** *
**********************
***   ftft*  ftftft
*     *    *
***   ***  ***
INDIAN EDUCATION COURSE AT KITIMAAT/TERRACE
An Indian Education course will be offered for the first
time in the Kitimaat/Terrace area, during the Winter Session 1973/
74.  The course will be given through the U.B.C. Center for Continuing
Education, and will be taught by Dr. Art More, and a variety of Indian
and non-Indian people from the Skeena area.
The course, officially designated as Education 479 - Cross
Cultural Education (Native Indians), may be taken for three units
university credit or may be audited.  It is aimed primarily at
teachers but others interested in Indian Education are also very
welcome.
The course has been offered in previous years at U.B.C,
at Summer Session in Williams Lake and in Chilliwack.
... — 18 — ..• - 18 -
The course is designed:
to aid -teachers in developing the ability to adapt
education to the needs of Indian students. A basic
assumption in the course is that, while there are
many similarities, and differences between all
children, present educational programs often do not
take into account differences, mostly cultural and
economic which many Indian children share.
The course will be presented by many individuals
including Indian teachers and students; representatives of Indian organizations; representatives of
other educational organizations; and people knowledgeable of the culture and way of life of the
Indian people of the area.
The content is divided into two parts. Part I
emphasis background knowledge and includes historical and contemporary background; attitudes
toward education by Indian parents, teachers,
students and organizations; and policies of the
provincial Department of Education, Department
of Indian Affairs and B. C. Teachers. Part II
emphasizes adapting teaching, using community
resources, and dealing with potential problem
areas.
The class will meet approximately eight times, usually on
Saturdays at various locations including Terrace, Kitimaat, and
some of the surrounding villages.  The final schedule will be
available by July.
For further information contact Dr. Art More, Faculty
of Education, U.B.C, 2419 - Education Bldg., Vancouver 8, B. C.
(Phone: 228-5240) or the Indian Education Resources Center.
***
*******
*      *
*************
A     CONTEMPORARY     TOTEM
From An Idea By Rick Dawn & Randy White
The contemporary totem is intended to help students understand the purposes of totem poles without attempting to make poor
copies of the originals.
... - 19 - - 19 -
The totem has been used to display photos and drawings of
Indian communities near the calssroom when it is situated.  It has
also been used with various symbols and designs on it to illustrate
the various meanings of totem poles.
We leave it to the reader's imagination and his knowledge
of his own locale, to use the contemporary totem in the best manner
for his classroom.
It is basically a box, 48 inches long and 16 inches wide
standing on end. (See illustration below):
-/**-
<&■
2=
Z7
-n*—>■
XXj
Diagram 1
Frame
Diagram 2
Finished Totem
MATERIALS
2 X 2 Fir or Pine (actual dimensions 1%" X 1%")
4 pieces, 48" long.
4 pieces, 13" long.
- 20 - 20 -
...MATERIALS
3/8" Fir plywood, sanded on one side,
2 pieces, 16" by 48".
2 pieces, 16 3/4" by 48".
1 piece, 16 3/4" by 16 3/4".
Flathead screws, 16- 2V' long (or 2% common nails)
Finishing nails, l%"long, 36 nails.
Walnut or oak stain, 1 small tin.
INSTRUCTIONS
Construct two frames with 2X2, as shown in diagram 1. Hold
together with 2h"  screws or nails.
Nail a piece of 16" X 48" plywood to each frame using finishing nails.
Nail 16 3/4 " X 48" plywood pieces to hold frames together,
and complete the box shape.  Stand box on end and nail 16 3/4" X 16 3/4"
plywood over top.  Sand lightly.
Stain box according to directions on container.
Now you are ready to mount photos, designs, drawings or use
your contemporary totem as you wish.
**       *** **
**    *ft*       **
** **ft    ftft
ft**ftftftftftftft
ftftftftftftftftftftftft
***ftft***ftftftftftftft*
{trite* Education O2e60uzc^ Getstez
yZooat 106 - Stock TiaM, *U.&,Q.
■*-- flfaxeotcvee S, &> & '
LlBoARY 0066RC1
cr PUS  U   9   C   ■

Cite

Citation Scheme:

        

Citations by CSL (citeproc-js)

Usage Statistics

Share

Embed

Customize your widget with the following options, then copy and paste the code below into the HTML of your page to embed this item in your website.
                        
                            <div id="ubcOpenCollectionsWidgetDisplay">
                            <script id="ubcOpenCollectionsWidget"
                            src="{[{embed.src}]}"
                            data-item="{[{embed.item}]}"
                            data-collection="{[{embed.collection}]}"
                            data-metadata="{[{embed.showMetadata}]}"
                            data-width="{[{embed.width}]}"
                            async >
                            </script>
                            </div>
                        
                    
IIIF logo Our image viewer uses the IIIF 2.0 standard. To load this item in other compatible viewers, use this url:
http://iiif.library.ubc.ca/presentation/cdm.iel.1-0115102/manifest

Comment

Related Items