| Summary: | This study explores possible consistent patterns in the teaching methods of Native teachers in northwestern Ontario by examining their use of traditional practical knowledge in the classroom. The research was conducted in an isolated community of about three hundred residents. Qualitative naturalistic research methods were used in this field research, incorporating informal open-ended interviews, journals, and non-participant observation techniques in the data collection. The research focused on the Native teachers and their interaction with their Native students in the classrooms during a time period of seven school days. The data analysis and interpretation was ongoing throughout the ten day research period. By describing and interpreting the non-verbal intuitive insights to culturally significant, subtle forms of expression in the classroom, the findings offer an insider's view to the practical knowledge of Native teachers. Author known as Ruby V. Farrell and Ruby Slipperjack.
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