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¶ … subtle effects that cultural differences can have on instruction. The author began with a review of the literature, and then demonstrated how some cultural assumptions, such as the "quiet Native American," were based on the fact that Native American children respond differently to culturally different teachers than they do teachers from their own culture. He also cited intriguing research suggesting that coming from the same culture was more important than training and that students learned better when taught by teachers from their own culture.
He then went on to describe how these factors affected Yup'ik children in Alaska. He used videotapes to film a Yup'ik teacher and a non-Yup'ik teacher as they taught Yup'ik students. Even though the author was sensitive to the cultural differences, he did not understand why the Yup'ik teacher did some things, and why they were effective, until the Yup'ik teacher explained his methods to him.
The cultural differences were as significant as they were subtle. The Yup'ik teacher gave directions quietly to two students to "bring a pencil," and knew that the other students would model what the first two were doing, and all would bring pencils. By comparison the non-Yu'ik teacher was much more directive. Another dramatic difference involved student compliance. The Yup'ik way was to treat the child with respect even when he or she did not immediately comply. Another interesting example was when a student gave an obviously incorrect answer, and the teacher responded as if it had been correct. It is part of Yup'ik culture to avoid correcting someone, including a child, in front of others.
Without the cultural understanding, the Yup'ik teacher appeared to lack goals, present information in an unorganized way, and lack discipline skills. However, his methods were right for the culture within which he taught. This suggests that teaching diverse populations may be far more complicated than most teachers from the majority culture realize.
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