My Notebook

My Notebook has turned into one of my favorite things that I have gained from my graduate program. It has given me a resourceful tool that has prepared me for student teaching. My notebook has given me 5 plus resources for the following content areas: reading, writing, spelling, math, social studies, science, and behavior management. Under each subject tab are the 5 strategies, class handouts, class materials and additional information I found. Along with these my notebook has great information on technology, transition, and assessments. Under the assessment tab I found so many great resources. I found two different articles that gave great insight to assessments that are for students with a hearing loss. These assessments had a general description along with detail steps on the assessment. Other things I added to my notebook was different listening and auditory activities or skills that are helpful with students with a hearing loss.
 Part of the notebook is filled with amazing tools that I found through the internet, from my peers, and my other professors. The other half is amazing knowledge that was passed down from my instructor of the this course. I also received knowledge from my instructor based on her past and current experiences as a deaf educator.

Behavior Management

If you have a student who is having trouble paying attention in his regular education class, what are some strategies you can use to help the student attend?

If a student is having trouble paying attention and may have some behavior outbursts it is crucial to attempt to find the route of the problem; instead of just jumping to conclusions. It would be 'easier' to simple label that child as a class clown or just wants to disruptive but in-fact that student may be struggling and just isn't sure how to ask for help. As an educator, we should take the time to fully understand our students and not take the easy way out. A great starting point is to be direct and consistent with the student, always. After taking the time to find the route of the problem find possible strategies to use with the students.
If the student is simply bored or doesn't want to do the work find a way to motivate the student. Use a reward system, take something away- if they don't complete their math worksheet during class they must stay with you during recess and do it then, or take a break do something fun then go back to the work they were trying to avoid. The student must complete the work they just may need a little extra something to get the to do so.


Positive Behavior Supports

PBS is a program for schools, used to teach “behavioral expectations in the same manner as any core curriculum subject”. Professionals from the school attend a 2-3 day workshop, where they are trained on the program. The main idea of this program is to focus on the behaviors exhibited and work on changing them into more positive behaviors rather than simply telling the student to not do that.  I feel this really supports what I discussed above. Telling the student to stop doing what they’re doing because you said so is not affective. They may stop for that duration but later that day or the next they will probably start the negative behavior again. We must take the time to understand why the behavior is happening and provide ways for the student to change the negative into a positive. I feel this program could be very beneficial to a school district.

Reading and Writing

Several approaches and suggestions were mentioned by the authors, however challenges continue to impact educating students who are D/HH. In thinking of your classroom, what components of reading and writing do you feel are important to teach and how will you teach them?

All areas of reading and writing are important to a student. For the students who are deaf and hard of hearing these are two crucial areas; especially reading. Our student’s tend to struggle a great deal in the area of reading. It is important to first identify what level the student is at in these two content areas. After this has been identify, create a plan on what will be taught next and then continue. It is important to understand that this plan may not go accordingly: there will be some bumps along the way. For example you may know where the student is at and plan lessons, as your teaching these lessons you may find that a concept within that lesson is unknown to the student. As an educator you must then stop and address the issue to make sure the student has a good foundation before teaching the concept. Within reading you will want to address the following areas: vocabulary, comprehension and letter sound identification. Through-out our course we know that direct instruction works best with our students with a hearing loss.  Some ways I would teach these areas may be: using Visual Phonics in the classroom to provide my students with a visual tool to understand the sounds of each of the letters in the alphabet. A way to work on vocabulary is to find as many activities that support that word: word walls are perfect for vocabulary because it is placed in the classroom and the student is able to see the word every day and all day. A possible sight word activity is presenting the word in multiple formats: having the student write out the word, having the student find the letters that are hidden in a rice bucket, and or having the student listen for the word and find it. Gallaudet has many article on reading strategies that work well with students with a hearing loss.

Writing is also important for all students to learn. They will be using it every day at school.  In my practicum, they use the D'Nealian handwriting technique. Through my lessons I have learned what this technique is and great ways to teach the students how to use it. This technique helps the students not only learn how to correctly write their letters but it helps lead them into learning how to write in cursive. A great strategy to use is having sentence strips with the dotted line in the middle. This allows you to tell the student where the letters start and end by directing them to the top, middle, or bottom line. Another great strategy is reminding the students to not forget the ‘tail’ on the end of their letters.

What I've Learned

What are 3 pointers you have learned in using instructional strategies?

1) Critical Thinking Skills by using the 6 levels of questioning. When we are writing lesson plans we don't always think past the simple who what when where why and how. The packet provided really show you the different level of questioning to use with our students. Level one uses questions that work on knowledge, level two works on comprehension, level three works on application, level four works on analysis, level five works on synthesis, and level six works on evaluation. The packet gives you key words to use to help work on that specific level along with sample questions. The 6 levels of questioning can take your lesson to that next level and push your students to critically think through the activity.
2) Bi-Bi Program. I learned a great deal of information about a Bi-Bi program offered through Gallaudet University. The CAEBER is a program over the summer that is 4 courses offered to teacher. It trains you to be proficient in ASL/English Bilingual Professional Development. Teacher's take the course then go back to their home district and spread the knowledge they have gain from the course. I really would like to attend one of these courses in the future. I feel like it would be a great experience and could really benefit my students and my district.
3) Overall, from this class I am taking away a great resource that will set me up for success during student teaching and my first few years of teaching. My binder provides me with numerous strategies that will work for my students as well as a guide to possible assessments I can use with my students. I learned that it's important to have many strategies, or tricks in your bag, incase one does not work for that student. DHH students are very different and just because one strategy works for one student doesn't mean it will work for the other. Every student is different and has diverse needs; as a deaf educator that is one of our main roles to understand this and be able to meet those diverse needs of the students.


Has your viewpoint of teaching changed after taking this course? How or How not?

I don't feel my viewpoint has changed but I have gained a better understanding of what my role is as a deaf educator. It has helped prepare me for the next step in my journey; student teaching. We know there isn't much out there that is created simply for DHH students but this course has taught me great places to find those materials but also how to modify other materials so they will work with our students.

Transition

How can you prepare to address transition for students who are DHH?


Transitions are a big part of every high school student's academic career-I feel even more so for our students who are DHH. This is due to the fact that most of our DHH students will not have a "traditional" transition from high school to post secondary schooling. It's crucial for educators of the deaf to be fully prepared to create the right transition plan for their DHH students. One way you can prepare is to be fully aware of what is expected in a transition plan. DESE has many resources you can go through to help you gain this knowledge. A second resource would be your Special Education Director; they can answer questions or direct you to a good place to find the things you will need. One should take plenty of time to learn what is expected and to review these items before you begin to an transition plan. The most important way to be prepared is to sit down and have a discussion with the student and their parents and find out what they want. This should begin once the student has enter high school. It's important to keep in mind the wishes of the parent but also find out what the student is interested in as well. Finding a happy middle is ideal!.


What do you think is important for students to learn as they prepare to graduate?

Some things I think are important for students to learn as they prepare to graduate are: college isn't the only answer. Just because that's what their peers are doing or that's what mom and dad did doesn't mean that's what is right for that particular student. Everyone has their own strengths and weakness and likes and dislikes as far as career paths. I feel it's important for these students to be told all options available to them. The student should be allowed time to explore their options; find out what they like what they don't like. The student also must learn how to be independent and experience some life skills tasks. You want to do everything in your power to fully prepare the student for life after high school-whether that is college, a job, or whatever they want.

Socialization and Communication

Students who are DHH often have difficult socializing and making friends with their peers. How can you address this within your classroom.

There are a few things I would do in my classroom to help with socialization. The first would be having the DHH student inform the class about their hearing loss. Just a quick here is what it is and maybe a fun fact or myth about hearing loss that many hearing individuals believe. I would then include a hearing loss mini lesson for the whole class. Just teaching them the basics depending on age to educate them more fully what a hearing loss is. If the DHH student used sign language I would then spend time each week teach the students some signs to help them communicate with one another. I feel it is important to inform the regular students about what hearing loss and share the language with them so the DHH student doesn’t feel so ‘alone’.

 

Communicating with parents is very important. What are some ways you can communicate with parents and is there a better way than another?

I feel at the beginning of the year it is important to find out from the parents the best way to communicate with them is: text, email, call, letter, etc. Then use that communication mode the most. I feel that email would be the easiest and fastest way. I can send them daily or weekly updates depending on the student’s situation. I hope to also send out a monthly newsletter if I have a large enough class. The parents are busy working and being a parent so I want to provide them with information on their student’s progress the easiest way possible.

Strategies for Science and Social Studies

What are some ways you can teach the vocabulary presented within science and social studies?

The vocabulary within the subjects of science and social studies are much larger and or more words for each unit. It is important for the students to understand the vocabulary-by understanding the vocabulary the students can then comprehend the lesson that goes with it. One of the best ways to learn vocabulary is by creating flash cards. Flash cards are a fast and easy way to learn new words: it also allows the student identify the word when given the definition or identify the definition when given the word. Another way to learn vocabulary is to have the student look up the words in a dictionary then completing a worksheet; they use the word in a sentence, describe the word in their own words, or draw a picture representing the word. There are many other ways to teach vocabulary these are just two strong ways. It’s important to figure out what works best for the student.

How can you prepare to teach both of these subject areas?

There are a few ways to prepare for these subject areas. The first is researching strategies to help implement the lesson. Another is to understand the subject area it’s and further be able to complete the activity you are asking the students to complete. This puts you in the frame of mind of the student. You can also work through any ‘kinks’ that may happen with that activity. As an educator it is not enough just to teach a lesson you also must understand the subject area. Makes for a more full rounded educator.

Moving from same/differences to creating metaphors and creating analogies

This concept can be hard for our DHH students. One way to help them is by modeling metaphors and analogies. Model through speech but also visual examples well. Also putting the student in a language rich environment will help as well.