How to Ask an Elder to Come into the Classroom
There are many ways to connect with elders and introduce elder knowledge into the classroom. In case you are unsure of how to begin, I have included a description of my own process for how you could get to know an elder and invite them to your classroom.
Where to Start |
If you do not know which elders to invite, ask local school staff members for suggestions as to which elders might be willing to tell stories to your class. Not all elders are comfortable telling stories to an audience.
It can be easier to communicate in-person with elders who have hearing problems or who speak English as their second language. As a teacher, it is important to realize you are establishing a relationship of trust that could be an ongoing partnership. Visiting over tea or other reasons before or after the elder visits your classroom can help build a genuine relationship and trust as well. |
How to Visit an Elder
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You can ask a Native acquaintance to introduce you to elders who have previously told stories in classrooms. Ask your acquaintance where you could connect with the elder. If they say the elder’s home, you could ask your acquaintance if they would be willing to take you to the house. Otherwise, you could ask anyone in the village for directions to the elder's house, and you will be able to find it. Directions in the village can occasionally be confusing, but keep asking, and you’ll get there. Everyone is generally known by name in the village.
When you get to the elder's house, introduce yourself and ask if the elder is there. Note that houses in rural Alaska usually have Arctic porches to keep out the cold. If you knock on the outside door, no one will hear you. If you are uncertain about whether you should knock or go into the porch, you can probably find someone to ask, such as kids playing outside. If someone says, "Come!" or "Come in!” that is your cue to go in. Most families take off their shoes in the porch, and you should leave yours there as well. |
How to Ask
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After introducing yourself to the elder and shaking hands, explain to the elder that you would like to include elder stories in your classroom. Ask if the elder would be willing to come to school to tell stories to your class. In general, smile and be friendly.
If the elder is hesitant or asks what you want them to talk about, you could suggest a couple options. "You could tell a story about when you were young, or a story you remember an elder telling." Or, "Could you tell a story about subsistence hunting, gathering, or fish camp?" Be patient and quiet as the elder thinks. The wait time can be much longer than many western teachers are accustomed to. |
Elders in the Classroom |
Whenever elders stopped by my classroom, I welcomed them and asked if they wanted to speak to the students or just watch what we were doing. Sometimes they would hesitate but they often said, “Yes,” meaning they wanted to talk to the students.
I would offer them a chair, which they usually sat in. If they preferred to stand or walk around, they would tell me. I asked the elder if they would like the children to sit on the floor or in their seats. I reminded the children they needed to stay seated quietly, with their hands to themselves. I often moved near students who needed to be reminded to sit quietly. Elders, the students, and teachers seemed to leave these experiences in a good mood. Every storyteller is unique, and I found that I had favorite storytellers who were entertaining and reliable. When the elder speaks be a good listener, do not cut in and add comments and questions or be in a hurry to end the conversation. Be willing to sit and listen. |
Act on Opportune Moments |
One time, during a break at a Potlatch celebration, I invited an elder to my classroom to interpret the meaning of my daughter’s first dance song, which the elder’s father had written. He had flown into our village in honor of the first dance and was leaving the next morning. Since the drummers were taking a break and many people were getting up to stretch and go outside, I asked if he would tell me what the song meant. After he said yes, I asked if it was ok to record him with my camera to show my students. He readily agreed.
At school, I played the video recording of my daughter's first dance, and then the elder's interpretation, which was only a couple of minutes long. Students were attentive to the Potlatch dance and elder story even though the elder was not there in-person. I learned to act on opportunities as they presented themselves. |