Calling teachers to respond to Aboriginal and Torres Strait Islander students' requests for pedagogical change
communicating caring to
students through actions such as
high expectations, encouragement,
challenge, and time spent
with each
student
explicit attention to supporting students in navigating the
literacy
and
numeracy
nuance of
‘schooling'
Expectations of
students both in behaviour
and achievement
are
clearly
and
repeatedly
communicated to
students
ensuring learning in classrooms that is not just centred on a teacher’s
contribution
adjusting teacher
communication patterns to ‘undertalk’ rather than ‘overtalk’
Adjusted teacher behaviours influences Indigenous students’ learning
An ethic of care is the foundation for all teaching practices
Teachers view students through a strength-based rather than deficit lens
A broad range of
teaching practices
are used to cause learning
Valueing students'cultural identity includes showing
respect for students'
home
language
and
knowledge, family
and community, values and beliefs
connecting learning to student’s lives, with special emphasis on those
cultural/
community
elements
that affirm local culture/community
Literacy is taught from a foundation of spoken language. Code switching is explicitly taught.
School provides
access to cultural peer
support and role
models
for
Indigenous
students.
ensuring learning in classrooms that is not just centred on a teacher’s
contribution
Students contribute
to the setting of classroom
expectations, which are
clearly and consistently
communicated to
students.
Teachers communicate their regard for
all dimensions
of learning,
including
social development
Multiple learning
trajectories and
experiences, that cater for
a variety of learning preferences, are provided.
