Volume 11 Number 2
January 1972

Louise S. Bonnell

The orientation conducted each summer by the Navajo Area Division of Education for new Bureau of Indian Affairs personnel focuses attention on culture and teaching English as a second language. Veering away from the atypical training program, the activity has acquired new dimensions worthy of note. As the title, "Teacher Orientation—Navajo Style" infers, the role and function of the Navajo people emerges from the supportive to featured positions.

Since the primary emphasis is directed on culture, the staff is comprised almost in its entirety of Navajo people. Those serving on the staff could be considered as a cross section of the Navajo population. Some of the Navajo leaders, brilliant and highly respected and revered for their knowledge in Navajo history, lore and general wisdom, serve as consultants, speakers or advisors. In some instances, these leaders do not speak English so the Navajo language is used as the medium of instruction with an interpreter.

A typical staff would also include bus drivers, instructional aides, food service workers and clerks as well as teachers, teacher supervisors, education specialists, and Agency superintendents. With such a hierarchy represented, talents and abilities are many. In fact, latent talents heretofore undetected by the possessor himself are sometimes identified and strengthened.

For the past three years, a pre-planning committee composed of Navajo people has met to analyze the effectiveness of previous programs and to plan for the succeeding one. They outline the content and select the people who are most capable for each assignment. Reference is so often made to the "reticent Indian" but, when singled out and recognized as an authority in a specific area, this statement is proved erroneous. It is an excellent example of "expectancy fulfillment."

One week prior to the actual program, the staff reports to the location selected for the activity. During this short period, the plans are reviewed, the rooms are decorated with Navajo designs and artifacts, and responsibilities are doled out (on a voluntary basis, of course).

Since there is seldom an equal representation from each Agency, the group selects a leader for each of the five Agencies and they, in turn, choose the members for their teams. No one minds if he is from Chinle Agency and working for Shiprock Agency. It’s all a part of the game they are playing and the competitive spirit as each Agency strives for the most creative and attractive rooms remains undaunted.

"Navajo Day" has become ritualistic and each year something is added to improve the program. The mock wedding of last year was replaced with an actual traditional wedding this year. Prominent Navajo Tribal officials, members of the Inter-agency School Board and the Tribal Education Committee either served on panels or spoke to the group on various issues of concern.

All the Navajo crafts were demonstrated. This involved community people—many of whom neither spoke nor understood any English but were artisans of the highest caliber. They not only demonstrated their skills but attempted to teach some of the more eager observers.

The Tribal Chairman, Vice-chairman and representatives from the various Tribal divisions appeared on the program and explained portions of the Tribal government. The Area Director, Assistant Area Director, representatives from the Central Office in Washington DC, as well as many other outstanding Bureau of Indian Affairs educators, shared their expertise with the group.

Consultants were employed to provide intensive training in teaching English as a second language to a small number of Navajo teachers. They, in turn, were used to demonstrate their skills for the orientees. This knowledge will be shared with other teachers upon returning to home base.

Another responsibility that was assumed by staff members on a daily basis was "Manager of the Day." It was the duty of this person to check all rooms, contact all program participants and, where necessary, advise the substitute that he was to replace a speaker. He was charged with the Information Desk and with making all decisions pertaining to the program for that day. Those who served in that capacity attested to the fact that it was a difficult job to perform.

Evening activities were on the agenda and once again the staff accepted more duties. They told stories, taught Navajo language, Navajo dances, showed films, sang songs or answered pertinent questions relating to culture.

This, then, is a teacher orientation—strictly Navajo style by a Navajo staff—a program that can never be surpassed unless better Navajos with better ideas can be found.