Barb

Wow, how great was Barb?! The entire presentation and her outlook was just amazing. Although I have worked with autistic adults and children in a couple of different settings, her view and thoughts altered the way I think about austism. You hardly get to understand the real intelligence of an autistic person that is mute as well. It is awesome that she finally gained access to an alternate form of communication that opened an extremely interesting way of thinking. Her perspective of being autistic is nothing short of amazing. Us "normals" are so focused on going, going, going but an autistic mind is so perfectly in the now. Her descriptions of the warm sun and grass in the shade were just beautiful and because of her label as autistic she has the ability to truly appreciate and experience that. The presentaion allowed me to alter my way of thinking about autistic individuals - I no longer have a complete feeling of sympathy for them - in some ways, I could be envious.

Teacher Project Reflection

Take a few minutes to reflect on your experience preparing for your presentation.

    •       Provide rationales for your choice of activities. Why did you choose your activities? Did you consider other possibilities before deciding?

            We chose the activities based on our individual interests and what we thought would most enhance the project. We asked the questions about cultural differences and how they effected the classroom because it was most relevant to them and the topic. The matching activity was based on the Deaf and Hearing differences. We chose that stereotype specifically because our interest includes the Deaf culture. We chose a matching activity because we wanted the students to see all the different stereotypes that are associated with the Deaf community.

    •       Describe how you chose what role each presenter would play in the development and delivery of your presentation. What personal strengths did you consider in the process? 

            Lisa took the main “teaching” roles because that is her desire: to be a teacher. I took the role of explaining cultural differences within the deaf community and gave the instructions for the activity to most match my role and a representative of the deaf students or clients I will have in the future.

Take a few minutes to reflect on your presentation experience.

    •       Describe how your presentation most accurately reflected the instructional strategy you used. What criteria of your teaching style did you address?  How might you have improved your presentation? 

            We tried to keep it collaborative and interactive, unfortunately it seemed to come out as a lot of expository. Although that wasn’t the intention, because we waited so long to do the matching activity and didn’t have a lot of group discussion, the presentation became exposirty-like. We could have made the questions we proposed in the beginning a group discussion and focused on that more. Also, we could have done the matching game before we discussed the cultural differences and stereotypes; so the class could have seem where they thought wrong about Deaf people.

    •       Reflect on your learners’ responses to your presentation. What aspects do you feel worked well, what would you change, and why? 

    It seemed a lot of people enjoyed the activity with bringing in a “deaf” and a “hearing” person into the classroom and the differences in how they enter a room or conversation. Also, the class liked that we focused on the Deaf aspect, liked that we provided a handout and sent the videos before hand. Lastly, one person said they actually liked the way we had the activity because they were able to construct their own understanding of the deaf and hard of hearing culture.

    On the other hand, most people were confused by the matching activity because of our minimal explanation. Also, a lot mentioned our presentation was heavy on the expository and while we were having technical difficulties we could have engaged the class. Finally, some said we could have discussed our source more.

How is your personal theory of learning demonstrated in your activities and the reactions of your peers? Use specific examples of your teaching as well as peer comments/responses as evidence for your analysis.

I think my Personal Theory of Learning came through by the building on what we already know about stereotypes and cultural differences and applying it to the deaf and hard of hearing culture (constructivism). But because I tend to focus more on social cognitive theory, this was applied through the activity with the matching. Through that activity we were able to learn about stereotypes that a student may not have thought of before if they hadn’t discussed the situation with others.

Chapter 10

Again...no interpreter question...so we're going to wing it! :) I actually would like to post my essay question from Exam 2.

"My philosophy about learning and interpreting is strongly correlated with social cognitive learning theory. In observing others as a way of learning, the social cognitive thought process associates well with working as a sign language interpreter. Even more specifically, modeling is an important aspect of interpreting with younger children. Modeling while interpreting for the child and in normal conversation with the child, improves their language development and creates confidence in their language abilities. However, constructivism also has a place in my learning theory. A lot of signs in sign language are symbolic of an action or object, having previous knowledge of said objects or actions, allow easier reception and retention of that sign. Therefore, although modeling is important while developing language, having previous knowledge or experiences also help to retain what is being modeled."

Do I have to quote myself? I don't know, but I did. I wanted to post this because I do feel strongly about social cogntivie theory because I see it daily with my daughter and I am constantly hearing about the language model I will be for younger deaf students. But, I also think it is important to take into consideration the constructivist model because I think it is vital to learning as well. I cannot say I am completely partial to one or the other but I have a special place in my heart for both. :)

Chapter 9

I have been racking my brain for two weeks (obviously this is late) to try and figure out a way to implement behaviorism into interpreting. I guess, this is why there isn't an interpreter question for this section (just kidding....but seriously). Behaviorism....it seems pretty straightforward to me; focus on the behavior. Focus on what factors surround the behavior and the level of those factors. So, that may be extremely oversimplified, but that's how I associate behaviorism. Now, how to apply interpreting. This is all I got: when Brian's friend was talking about his EBD class (which I thought was extremely interesting) I couldn't help but think about, "What if I had to interpret a class like that" :O. I would be extremely out of my element, I hate confrontation and do not know how I could handle a child having an episode. But the fact of the matter is, it might happen. Although it is a scary thought, I think I would take an assignment that involved a EBD classroom. Especially if it was the type of program Brian's friend was in charge of. He seemed to have a great amount of knowledge and passion for the kids so I feel that I could thrive off of that. Well, that was the best I could do! This blog may not be educationally profound but it was an authentic experience and thought process for me.

Chapter 8

Chapter 8

(8.1) What role do metacognitive strategies play in interpreting? As an important language model, how would you communicate and encourage the use of metacognitive strategies to a student for whom you are interpreting?

Personally, I feel like using metacognitive skills to become an interpreter is how they play into interpreting (if that makes sense). I use metacognitive skills to develop my understanding of sign language and how to actually become an interpreter. If I were a major language model in the student's life, and the child was significantly younger, I would encourage the student to practice signing with other kids and family to help build an understanding of the language through use and thus developing on information the student has already gained.

 

(8.2) The student for whom you are interpreting must complete an activity that requires him to solve a complex problem with a partner. Rather than collaborating with his partner, your student asks that you just tell him and his partner the answer. How would you re-direct this student and encourage him to work with his partner and persist in the task?

I would tell the student I am not there to provide him with the correct answer and he needs to develop the answer on his own. I suppose I would tell him to associate the problem with something in real life in order for him to understand it better.

Chapter 7

(7.1) You have been assigned to interpret for a student in a constructivist classroom. What strategies would you use to make sure that you accurately interpret all spoken messages and convey the students’ questions or replies to the teacher and to other students?

I would make sure and have a lesson plan from the teacher to be sure I have an understanding of the class material. Furthermore, I would obtain a copy of the reading material and any handouts to make sure I'm fully aware of anything that will be presented in the class. Also, we can use a fm relayer for the teacher and other students' responses.

 

(7.2) After reading about the theories of individual constructivism and social constructivism, which of the two seems to be more reflective of your own experience as a learner? 

For me, I think I prefer social constructivism. If I can see how other people are associating activities and developing new ideas from the new experiences and we can discuss these changes, I can learn not only from my understanding and development but from others' as well.

 

Chapter 6

(6.1) The gold standard for teachers is to get students to store information in their long-term memory. What role do interpreters play in what is stored in the student’s sensory register? working memory? What are some potential issues that may arise?

Interpreters play a huge role in what is stored in a sensory register and working memory. Through repeating particular signs, introducing new signs and following a specific language model, the deaf student memorizes/remembers new information. However, if I am introducing signs in a more advanced way than the student is linguistically prepared for, they will probably not remember it. Also, if I present the new information in a nonsensical or relevant way to the student, the information will not be stored accordingly. Finally, if I do not repeat the new signs enough, the signs and the information will not store in the students memory.

 

(6.2) If you interpret for a student throughout the course of a school day, what strategies could you. employ to help your student become increasingly independent and to develop long-term memory storage of things like signs for course specific language, class schedule,  etc. Identify at least one strategy for long-term memory storage to: (1) promote metacognition, (2) encourage meaningful learning, and (3) make use of mnemonics.

I think a strategy that could work very well for remembering certain signs would be to use the key word method of the mnemonic technique or even the meaningful learning. A lot of signs in ASL are related to the visual representation of that word. For example, CAR is signed like one is driving a car. The student can relate the new word to an actual action or thing they are learning about. For English words they are reading I would suggest a mnemonic device as well. It is easire to relate English words to signs and visual factors in the outside world.

 

Chapter 15

How are standardized tests applicable to an interpreter?
Although learning about standardized testing is interesting to know as a parent, I find it limited when refering to being a sign language interpreter. The only way I can make it applicable is to reference the tests interpreters take to show their skill level compared to other interpreters. There are a few different certifications, but the national test is through RID (Registry of Interpreters for the Deaf )and is called the NIC (National Interpreter Certification). The NIC is a criterion-referenced test, you either pass or you fail. There are two aspects of the test; first, a general knowledge exam and second, a performance exam which covers basic interpreting skill and ethical reasoning. There are other limited certifications that are criterion-based as well.

Chapter 14

14.1 Are assessments important for an interpreter?
There are many different types of assessment that are very important to interpreters. For example, having the ability to assess a client's language could be extremely beneficial for the interpreter and the educaters. If I can do a language assessment for my client I can potentially pin point their development in language and understand the best way to present language to optimize their potential in any classroom or setting. Furthermore, it would help me present their speech in the best manner. If I am voicing for a PhD student, I need to know they understand the vocabulary before I can assume that they do and give them more credit in my voicing than they may deserve. Another important aspect is having a general assessment for all interpreters to make sure the bar is set for interpreters. Although Tennessee does not specifically have an assessment, there is an Registry of Interpreters for the Deaf (RID) that provides a way to be a certified interpreter. Through this assessment you take a written exam and a performance exam - showing prospective clients and employers that you meet the requirements according to the RID. However, it is not required to have a RID certification in order to interpret. Sadly, there are known uncertified interpreters that do not meet the requirements nor do they care to. Hopefully, one day, there will be more of a push to impliment the certification as a requirement, in order for the deaf community to have the best.

Chapter 13

(13.1) List five areas you will attend to as you work with educational staff to create a learning environment that is conducive to interpreting.

Five areas that I would address to the teacher to allow for a conducive learning environment include: speech pattern, direction, lighting, placement and pre-planning. When refering to speech pattern, I mean the flow in which the teacher presents the information. For example, if I am transcribing, it would make my job easier, while also ensuring the deaf child is obtaining as much information as possible, if the teacher speaks slower. Also, if the teacher mumbles and always has their back turned, I may miss key information that I need to convey to the student; which also applies to direction. Furthermore, the lighting in the room needs to be comfortable for a visual communicator. If the room is too dark, communication becomes much more difficult for the deaf student and myself. Placement of myself, the deaf student and the teacher are vital as well. The deaf student needs to be able to switch from looking at me and the teacher easily and I need to be placed in front of and close to the student. Lastly, and arguably most importantly, pre-planning makes my life much easier and ensures the student is gaining as much of the information as possible. If a teacher allows me to have access to lesson plans and the vocabulary being used, I can make sure I understand the information fully and will be as prepared as possible to facilitate communication well.

 

(13.2) Consider a student who is disruptively playing with a neighbor while you are interpreting the teacher’s instructions.  Develop and list a full continuum of responses for working with the teacher to deal with the unproductive learning behavior.

If a situation arises where there is a constant distraction for my student, I would simply approach the teacher and ask if the student can be moved. Maybe the teacher could say she or he just wanted to change up the seating arrangement as not to embarass the disruptive child or the deaf student. Also, maybe myself and the teacher could explain to the child he or she is being distracting to everyone in the classroom and needs to respect their classmates. Finally, we could also move the deaf child to another part of the room; I think that option would be least appealing because it singles out the deaf child and the problem will still continue with the disruptive child.

Chapter 11

Chapter 11

(11.1) Consider your role as an interpreter and the responsibilities of the  student for whom you are interpreting.  How might you enhance motivation and affect in your student using the theories of motivation?

  As an interpreter my role for the student is communication. I am not to teach or instruct the student unless it assists our mode of communication. The only instance for which an interpreter has the ability to encourage or motivate the student is if they have a personal relationship away from the classroom. Thus, the theories of motivation cannot apply to an interpreter's workplace.

(11.2) Which theories of motivation are most helpful and instructive for you as an interpreter?

   As I've previously stated, these theories are not applicable. However, if I am interpreting in a classroom a good motivation tactic by the teacher allows my job to be more interesting. If the deaf child is interested in the course, he/she will be more interactive with the class and pay attention.