By Terry Huffman
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A Montana educator echoed similar sentiments when she simply reflected, “In some ways I feel like I’m a good role model. Plus, I feel like in some ways I’m someone they can come to. ” Affinitive educators regarded empathy as a major component of building personal relationships with students. They appreciated the obstacles facing students and used this understanding to build personal connections. I believe in all the research, in all the academics that I’ve learned, you know, I need to be firm, fair, and consistent.
A Montana elementary teacher ended our interview by discussing the importance of trust that results from personal connections with parents. When I asked if there was anything she wanted to add, she replied, “I think you really need to get to know the families. The more you know the families, the more they trust you, the more you trust them. And be really patient. ” Scholars have long identified the reluctance for many Native parents to engage with schools (Davis, 1986; Philips, 1983). The fact that the affinitive educators addressed the need to interact with parents, therefore, does not come as a surprise.
I considered seven of the twelve elementary educators and five of the nine secondary educators as affinitive educators. Conversely, I treated five of the twelve elementary educators and four of the nine secondary educators as facilitative educators. A similar argument might be made regarding the type of position an individual holds. Administrators, given the nature of their position, might be more inclined to assume facilitative characteristics over affinitive ones, but I did not find a difference in whether an individual serves as a teacher or an h o p e f o r a b e t t e r t o m o r r o w 29 administrator.
