Week 1

I have learned so much about instructional strategies just in the first class alone. One thing that really stood out to me during the first lecture was the video we watched. In the video the point was made that no one instructional strategy is the strategy that should be used by all teachers. The strategy is not what is important, the results are. If you are using a strategy that is not producing the appropriate results then it is time to try something new. This sounds like simple logic but it was honestly something that I had never heard before. There is so much we are learning in these last few years of our education that it is difficult to know when and where to insert our own teaching style, especially when we are still discovering what that is. I feel that there is so much left to learn before we start our student teaching. During this class I would really like to learn how to give appropriate feedback to older students. I mentioned in class that this is a fear of mine because it seems so much different than giving feedback to young children. I would also like to learn how to deal with behavior from older students. Again, it seems so much easier to reprimand younger children and redirect them. I am excited for what is to come in CSD 764 and to gain knowledge that will carry me through student teaching and eventually my career as an educator of the deaf and hard of hearing.

Research shows that often times students with a hearing loss do not achieve greater than a 3rd grade reading level. This is devastating to me. I have always believed that the only thing that people who are deaf cannot do that hearing people can is hear. This means that there should be no academic gap but sadly, there is. This is a statistic that we have heard throughout our educational career and it is something that discussed in many classes. I think one thing that I would try to do to remedy this situation is provide direct phonics instruction. I would also incorporate visual phonics into the curriculum to be used as a reading tool and to teach letter sound correspondence. I would introduce comprehension strategies very early on and read to my children often so that they can apply these strategies. As deaf educators this is a problem that we need to take very seriously. In order for our children to be successful adults and go on to get a higher education I believe they must first be competent readers and successful writers.

After reading the first few chapters in "Classroom Instruction That Works" I have discovered several ways in which to provide feedback. These four guidelines were listed for providing appropriate feedback:

1. Provide feedback that addresses what is correct and elaborates on what students need to do next.

2. Provide feedback in appropriate time according to student's needs.

3. Provide criterion referenced feedback.

4. Involve the students in the feedback processes.  

 

In these chapters I also learned how to appropriately reinforce students. These guidelines were given in the reading:

1. Teach the relationship between effort and achievement.
2. Provide explicit guidance.
3. Have students keep track of effort and achievement.

After completing the reading I believe both tangible and verbal reinforcement have there place in the classroom. I think that if tangible reinforcement is used too often then it loses its effect but it can serve as a useful tool when used periodically. I think the most important thing about providing a child with reinforcement is that they understand it is directly related to effort. We must always praise a child for doing the best that they can. It is our job to guide them to the correct outcome but it is their job to first do all that they can do to arrive on their own.