Developing a Positive Teacher/Child Relationship in an Aboriginal Teaching Situation

Extract

I doubt that anyone would disagree with the need to establish a positive teacher/child relationship in any classroom situation. The fact is that most young children are expectant of this happening and are conditioned by their home environment and experience to relate to the school and the teacher. There is no doubt that this attitude tempers any sense of strangeness and assists in the development of a feeling of security so necessary to a successful school experience. Many of the steps taken to foster a positive relationship between teacher and pupils occur spontaneously and as a result of mutual interaction, on the basis of a common cultural background. In the case of Aboriginal children in a class situation, this common cultural background cannot be presumed to exist. Many aspects of the Aboriginal culture are vastly different from the European one, not the least of the differences being that the very concept of the school institution does not belong to the Aboriginal culture.

Some understanding of the basic cultural differences is necessary to provide for the building up of a feeling of mutual trust and ease. Suggestions, hopefully of a practical nature, are offered to facilitate this most important aspect of a class teacher’s responsibilities, for without it, I am convinced little meaningful learning will occur.