{"id":273,"date":"2012-04-24T01:30:26","date_gmt":"2012-04-24T08:30:26","guid":{"rendered":"https:\/\/blogs.ubc.ca\/edst591\/?p=273"},"modified":"2012-04-29T22:23:25","modified_gmt":"2012-04-30T05:23:25","slug":"holistic-culturally-relevant-approaches-educator-as-co-learner","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/edst591\/holistic-culturally-relevant-approaches-educator-as-co-learner\/","title":{"rendered":"Holistic, Culturally-Relevant Approaches: Educator as Co-Learner"},"content":{"rendered":"<p>A mainstream school is often set up as a hierarchal pyramid structure, in which the many students form the foundation, above which teachers preside, above which fewer administrators monitor, above which a principal wields power over all. \u00a0The structure is fixed, and persons are often replaced with little change in the overall function of the school.<\/p>\n<p>In approaching the Aboriginal-focused school as a community, it may be more useful to reimagine the structure of the school community in a holistic way, perhaps as a changing, interrelated living system, such as a cell or ecosystem. In doing so, we can recognize the learning spirit in all persons who spend time in the school community.<\/p>\n<p>In this case, educators include teachers, administrators, and support staff as a team. Within any population, there is diversity, which must be recognized and incorporated, drawing out each person&#8217;s strengths.\u00a0\u00a0In cultivating a holistic learning environment, just as the children are allowed the flexibility to learn and grow, so too can the educators be embraced in a supportive process of growth. \u00a0Rather than finding &#8220;the best&#8221; teachers and administrator, the Aboriginal-focused school could &#8220;grow&#8221; the right teachers and administrators for their particular community.<\/p>\n<p>&nbsp;<\/p>\n<p>Aspect 4:\u00a0 Educator as Co-Learner<\/p>\n<ul>\n<li>Reflective and Strength-Based learning opportunities for professional development\n<ul>\n<li>Examining personal bias<\/li>\n<li>Examining our roles within inequitable systems<\/li>\n<li>Facilitating student learners\u2019 full potential, moving away from deficit models and language<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Evolves from \u201cperson in charge\u201d to \u201cco-learner\u201d<\/li>\n<\/ul>\n<ul>\n<li>Incorporates organized mentorship amongst the teachers on staff (structured and allocated time)<\/li>\n<\/ul>\n<ul>\n<li>Utilizes time for reflection and relationship-building (for example, allowing first-year teachers additional planning\/non-teaching time)<\/li>\n<\/ul>\n<ul>\n<li>Co-teaching with more experienced teachers<\/li>\n<\/ul>\n<ul>\n<li>In practice, allows teachers to develop their pedagogical practices to include:\n<ul>\n<li>Incorporating multiple learning modalities<\/li>\n<li>Cooperative learning strategies<\/li>\n<li>Inviting Elders and community members<\/li>\n<li>Modeling behaviors that emphasize personal choices<\/li>\n<li>Developing equitable systems of classroom participation<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A mainstream school is often set up as a hierarchal pyramid structure, in which the many students form the foundation, above which teachers preside, above which fewer administrators monitor, above which a principal wields power over all. \u00a0The structure is fixed, and persons are often replaced with little change in the overall function of the [&hellip;]<\/p>\n","protected":false},"author":12682,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[379923],"tags":[],"class_list":["post-273","post","type-post","status-publish","format-standard","hentry","category-classroom-management"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/posts\/273","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/users\/12682"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/comments?post=273"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/posts\/273\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/posts\/273\/revisions\/304"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/media?parent=273"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/categories?post=273"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/edst591\/wp-json\/wp\/v2\/tags?post=273"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}