Blog Post 10

Essentially, Deaf and Hard of Hearing students need to have the ability to comprehend English in order for them to be able to use it to succeed in mathematics. Particularly, they need to be able to understand English syntax and word order. Math questions are difficult to begin with. It is more difficult when students cannot understand the math question and what the question is ultimately asking. As a teacher, we have the ability to simplify the problem, but what happens when the student doesn't understand what we are saying? There is only so much we can help the students, unless we simplify the problem by eliminating words like "if" and "then."

The same methods that are used to teach general education students can be used to teach DHH students. A great way to do this is to have the students relate their everyday activities to what they're doing in the classroom. They can use things they've experienced, like shopping with their parents, or going to the bank, etc. and tie that in to things they do in the classroom. As far as word problems, which most students struggle with, the 10-step word problem procedure is a great one to follow. It's helpful for future educators, like myself, and also beneficial to students.

Blog Post 9

As discussed in the article, essentially direct instruction is guided practice, with the goal that students will master each step as they come across it. Instructional conversation is when the students use their knowledge to discuss a topic, acquiring more knowledge as they discuss. Personally, I feel that instructional conversation is more beneficial to students. I think that  a little direct instruction is useful, but not too much. My idea of a good teacher is one who allows her students to openly discuss topics and not feel pressured if they're called on. Sometimes it's difficult to have the students openly discuss, but if they're not being graded or judged on what they're saying, they're more likely to freely express their knowledge. This way, students can build upon each other's knowledge. At TSD, I have my practicum in a middle school science classroom. My teacher's form of instruction is always instructional conversation. By doing this, she establishes a sense of freedom amongst the students, in that they feel they can openly discuss things and ask questions.

Deaf people generally love having conversations. This concept should be brought into the classroom by establishing a sense of comfort, while simultaneously establishing the zone of proximal development, and how far a teacher can go with teaching before she realizes the students need help. This is when direct instruction can be used. Teachers can use the textbook and other activities to directly teach the lesson. Then once the students have been introduced to the topic, they can have instructional conversation and build off each other's knowledge. No student enjoys direct instruction all the time. That can become very boring, and an effective teacher should realize that, and allow for his/her teaching to be changed accordingly.

Blog Post 8

Essentially, communication breakdown occurs when either you or a person with whom you're communicating with does not understand the message you are trying to convey. In order to ensure the message is conveyed correctly, you must take a course of action to fix the misunderstood message in a way that is more easily understandable. This is called the "repair strategy." To communicate with a child, you must transmit messages that are appropriate for the child's particular needs and communication skills. You would use the appropriate language, and alter your communication method if you don't feel that they are understanding you. You can do this by altering either your expressive or receptive strategy.

If you want to use an expressive repair strategy, you can repeat, rephrase, simplify, elaborate, reduce, etc. You can also provide feedback, change the format into a question, and build off of what they already know. If you desire to repair receptively, you can say it again, ask for more information, clarify, ask for it to be told to you in a different way, and confirm or deny that you understood it. There is not one single repair strategy that can be used for every single conversation. As with most things, you must adjust according to that individual person's needs.

Repair strategies that are overused can affect or prohibit conversation, as discussed in the book. In my experience, many students need the message to be simplified. Once I express it in a different manner, I think ask for feedback to ensure they've understood. I never want to make the child feel that he or she cannot tell me if they don't understand, so I make sure to be aware of my students' needs and have an approachable, friendly attitude. I feel that as a teacher, it is our responsibility to know our students. We should be able to recognize the visible signs when they don't understand, and perhaps without calling on them or embarrassing them, we can just rephrase it on our own. We must always remember to confirm that they've understood before moving on. If they don't understand a concept, how will they be able to build knowledge using that prior concept? Ultimately, I feel that if teachers know their students well and have an attitude that is welcoming and approachable, students will not be afraid to communicate they need help, then we can proceed by giving them the appropriate assistance.