By Terry Huffman
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Additional resources for American Indian Educators in Reservation Schools
I will have kids standing in front of my door. From the time I walk into this building they are waiting for me. ] Indeed, she was not exaggerating. The day I met with this educator, students were lined up outside her room to meet with her. A Montana high school teacher related how she motivates students. Moreover, she believed that she can effectively inspire students specifically because she is an American Indian educator from the reservation: As an educator I think that my students already have accepted me.
For well 32 a m e r i c a n i n d i a n e d u c a t o r s i n r e s e r v a t i o n s c h o o l s over a century, teachers have been increasingly expected not only to provide for the academic needs of students, but also to serve as social service agents. Lieberman and Miller contend, [T]here is the tension between the school and the larger community. Do schools operate as separate institutions dedicated exclusively to academics and matters of the intellect, or do they respond to the needs and values of the communities that surround them?
While Lamb does not use the terms “affinitive educator” and “facilitative educator,” it is clear the design of the teacher preparation program at tmcc is to deliberately merge the attributes central to each type of educator and instill these traits into their future teachers. The individuals I interviewed in all likelihood have the characteristics of both affinitive and facilitative educators. With that said, I also believe they have a tendency to lean toward a certain predilection. As a result, by asking the participants to describe their roles, the interviews documented their inclination toward either an affinitive or a facilitative disposition.