• Allow time for responses.
• Present lessons in a way that lets learners see the "whole picture" before defining all the parts.
• Use cooperative, collaborative approaches.
• Allow the learner a chance to watch and practice. Do not demand "performance" right away. Allow the learner to rehearse a skill privately before showing you if that makes her feel more comfortable.
• Be aware of nonverbal communication. For example, Aboriginal learners may not make eye contact with an older person as this would, for some learners, be a sign of disrespect.
• Understand that "noninterference" is not disinterest in Aboriginal culture. Refraining from giving unsolicited advice means that you trust the individual will make the right decision.
• Avoid stereotyping and consider the information given above only as tendencies.
• Find the best way to work with your learner.

⁵ Swisher, Karen. (Spring 1994). American Indian Learning Styles Survey: An Assessment of Teachers Knowledge. In National Centre for ESL Literacy Education and Centre for Applied Linguistics [on-line], Available: ncela.gwu.edu/miscpubs/jeilms/vol13/americ13.htm [2003, January]