A GEOLOGIST'S SEMESTER IN A NAVAJO ELEMENTARY SCHOOL

The author spent the Fall, 2000 semester student teaching in a Navajo elementary school. The public elementary school at Pinon, Arizona enrolls about 600 students, nearly all of whom are Native American, in grades K-5. Most of the students commute from home by bus, while about 15% live in a nearby boarding dormitory. Having worked in the past as a geologist and then in science outreach for a university, I observed and participated in Earth and Space Science lessons with considerable interest. Most of my experiences were with third and fourth grade classes.

The students' strengths reflect their prior experience. Most spoke Navajo at home. The children I taught commonly were inexperienced with written expression and reading comprehension in English. I found that verbal instructions and demonstrations were a necessary part of each lesson. Many students worked outdoors on a daily or weekly basis at home. Thus, they were very knowledgeable about the natural world around them.

The teachers I worked with employ a variety of teaching approaches, as teachers do elsewhere. Some emphasize traditional text-based lessons and written exams. Others incorporate activities and field trips into science lessons.

Based on these impressions, I suggest that science curriculum that relies heavily on texts and associated multimedia materials is not adequate to meet these students' needs. Lessons that tie in to the students' own culture are already available; some incorporate more science than others. Sensitivity to cultural practices and taboos is essential, both with students and their families.