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Aboriginal Studies and Perspectives (Learning areas # (HASS (Aboriginal…
Aboriginal Studies and Perspectives
Relationships
Inclusion
Belonging
Culturally Competent
Respect for culture
Anti-Racist
Pedagogy
Country/On country learning
Expectations
Social Justice
Australian Professional Standards for Teachers
2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
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1.4
Strategies for teaching Aboriginal and Torres Strait Islander students
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Ensuring a safe and predictable learning environment
Negotiating rules and consequences with the students
Compliment positive behaviours
Encourage high expectations
Model a postive attitude
Use praise
Discourage stereotyping
Support students to recognise their peers and achievements
Acknowledge the support of students, staff, parents and the community
Relating home and community experiences to school activities
Know your students and how they learn
Involve culture in the classroom, invite family and community to assist with teaching
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Present and discuss diverse models of Aboriginality
Value and legitimise Aboriginal history, culture and social experiences
Meet racism head on through discussions and role-play
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Support the socio-linguistic etiquette of the students while also teaching indigenous students the appropriate ways of speaking and listening dependant on their environment (School)
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Building positive relationships with students
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Listen to your students
Provide appropriate positive feedback
Highlight strengths both publicly and privately
Use touch to reinforce affirmation (when welcomed)
Use humour positively
Never 'shame' a student
Share personal experiences with students
Accept and value students, but accept potential to change
View mistakes and failure positively as they are steps in the learning process
Never give up on your students
Maintain high expectations
Respect your students
Facilitating positive relationships between students
Teach students to listen to one another and provide constructive feedback
Encourage students to touch appropriately through games and discussions
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Develop empathy among students
Teach students effective conflict resolution skills
Support student-teacher goals to ensure achievement is recognised by student, teacher, parents and the school
Highlight skills and achievements
Negotiate rules with all parties
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Provide opportunities for success
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Deal positively with mistakes
Inform parents and other school staff regularly of students progress
Learning areas
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English
Writing stories
Exploring their own sense of identity
Mathematics
Using bodies as a resource
Incorporating the outdoors indoors
Science
Using materials from the outdoors for experiments such as dirt
HASS
Aboriginal History
Land
Stories
The Arts
Role play: history, racism , non verbal
Technologies
Using technology to display their work
Health and Physical Education
On country learning
Languages
The Languages in the different areas of Aboriginal people
Methods to incorporate into the classroom
Using symbols and images
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Include the community in the classroom, including family members and elders.
Using different ways of teaching to cater to students
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Hands on approach
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Model work
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Incorporate the land into the classroom
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Class discussions, incorporate the children thoughts into the learning process
Creating their own learning map
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Behaviour Management
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Non-Linear
Approach from a different angle
Not direct
Re-direct students to something unrelated, best to deal with a crisis when its calm
Use 'misbehaviour' as a learning opportunity
Non verbal
Less intrusive
Methods
Eye direction
Facial expressions
cues (previously arranged)
gestures
Positioning
proximity (less/more)
Community-centred
Understand there are different methods for dealing with the behaviour used at home and in the community
Build relationships
Incorporate family into behaviour management (Be on the same page)
Incorporate cultural values
Involve the community
Narrative-based
Form of counselling
Telling stories
Doesn't spotlight the problem meaning no shame
Place-based
Design the learning space to include important environmental aspects
Local natural shapes
materials
pictures
objects
Outdoor learning
Modelled
Modelling appropriate behaviour
Scaffold the desired behaviour
Symbolic
Create symbols that represent rules
Refer to the symbols to request desired behaviour
Help students remember the rules visually
Process based
Symbolic maps, graphs or chart used to track success of appropriate behaviours
Provides visual feedback
Can be incorporated into their personal learning plan
Incorporating celebrations into the classroom
National Sorry Day
ANZAC
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NAIDOC
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8 Ways of learning
Learning maps
Non-verbal
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Land-links
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Non-linear
Deconstruct - reconstruct
Symbols and images
Story Sharing
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Community links
3 R's
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Responsibility
To understand 'Country'
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Good teaching pedagogy and practices
To build a bridge with the community
To gain knowledge about the diversity of Aboriginal Australia
Your responsibility to address racism
Respect
Recognising and respecting Aboriginal beliefs associated with 'Country'
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Protocols
Individuality
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Diversity
Respect for beliefs and practices
Relationships
Recognising and understanding Aboriginal with 'county' and family
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Your relationship with individual students
Your relationship with family, carers or community
Country
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Sense of belonging
Connectedness
Identity
My philosophy