“To teach is to learn twice.” ~Joseph Jeubert

1. “To teach is to learn twice.”~Joseph Jeubert Student Portfolio Meg Coyne April 2001

2. Introduction Educational Experiences Educational Philosophies Instructional Strategies Learning Environments Instructional Resources Assessment Protocols ~Formal Assessment Protocols ~Informal Technology Deaf Education Resources Representative Instructional Unit Reflections Reference List Index“I will never forget that while I can not teach my students everything they need to know, I can teach them how to be better learners.”

3. A. Introduction • When did you decide to become a teacher of D/HH students? Both of my parents are teachers; I always knew I would become a teacher. During my Junior year of High School, I decided to major in Deaf Education. • Why did you make that decision? I attended camp during the summers while growing up. My favorite part of camp was learning how to sign the “theme song”. This caused my great appreciation for sign language. Later, during high school, my choir performed one of the songs that I knew in sign. I taught another member of the choir the song, and we signed it while the rest of the choir sang it. One of the audience members (she was a teacher) told me “You have a natural ability for signing.” After mulling over her compliment for a few months, I decided to combine two things that I love: sign language and teaching.

4. B. Educational Experiences • Although there are many key attributes that a teacher should possess, there are a few that will either “make you” or “break you”. The following sections contain characteristics that I believe indicate whether a teacher is weak or strong.

5. Inconsistent Boring Unclear Unwilling to change Focuses on weaknesses Unprepared Unmotivated Unavailable Shows favoritism Poor classroom management skills a. Teaching Characteristics of your “weakest” teachers.When a teacher possess many weak characteristics, her students will suffer. Often a student is a direct result of his teacher. Many weak teachers produce weak students. These are the major characteristics of a weak teacher. My hope is that none of these adjectives will ever describe me.

6. Available Creative Goal-oriented Fair & Consistent Clear & Concise Stimulates independent thinking Flexible Open-minded Passionate Seeks collaboration Makes learning fun Active and enthusiastic b. Teaching Characteristics of your “strongest” teachers.When a strong teacher is teaching, her students can’t help but learn. It is my hope that I will always strive to achieve all of these attributes.

7. c. Resulting Insights Concerning Effective Teaching. • Many of the adjectives describing a weak teacher are direct opposites of those describing a strong teacher. It appears that a teacher will not have a mixture of both strong and weak characteristics. Many of the characteristics of the teaching type, whether weak or strong, seem correlated, going hand-in-hand.

8. C. Educational Philosophies • Every educator has essential beliefs and characteristics that drive their teaching methods. These philosophies permeate though their teaching style, classroom environment, and educational strategies. It is pertinent for teachers to support their beliefs. Without this evidence, there is nothing corroborating your beliefs as truth. Having research, statistics, and other professionals as resources adds credibility to your beliefs. • The following is a culmination of my educational philosophies and beliefs.

9. Educational Philosophies Cont… • Facilitator • Teachers who facilitate their classrooms set up the environment so the behavior they desire will occur. An effective teacher is a facilitator; she models her strategies, is student-centered, and creates a learning environment for her students. • “Don’t be the sage on the stage, but the guide on the side” (Dr. H. Johnson, October, 2000)

10. Educational Philosophies Cont… • Mentoring • Mentoring is an important aspect in the field of education. Master teachers sharing their experience and guidance helps young teachers develop into successful and professional educators. Effective mentoring involves willingness to learn, careful listening, and motivation to succeed. • “Look at the experience of others who have gone before you. They are there to offer comfort as well as guidance.” (Caruana, pg. 25)

11. Educational Philosophies Cont… • Student-Centered Topics • An effective teacher respects her students’ interests and builds on them. The more student-centered the topic, the more motivated the students, which causes more efficient and active learning. It is important to follow the students’ lead. The more the students like the topic, the more willing they are to learn. Topics must be relevant to students’ lives to keep their interest. • I believe teachers should incorporate students’ interests into their curriculum. (Dworkin, 1959, pg 29)

12. Educational Philosophies Cont… • Assessment • The true success of education is not a test score, but how much knowledge has actually been aquired. A master teacher utilizes many means (teacher-made tests, portfolios, observations, etc.) to assess her students’ knowledge. An effective teacher not only compares her students against other children, but also against themselves. • I believe students' comprehension should be assessed by both formal and informal methods. (Luetke-Sthlman and Luckner pg 320)

13. Educational Philosophies Cont… • Reflection • A master teacher reflects on her teaching experiences, continually striving to make her teaching better. An effective teacher is consistently refining and build her lessons to best help her students. • I believe teachers should find ways to improve themselves as educators. (Stigler and Hiebert, 1997 pg 21) • I believe that reflection is an essential occurrence which takes place at key points throughout teaching. (FoxFile Teacher Outreach Core Principles Aug 97)

14. Educational Philosophies Cont… • Parent-Teacher Relationships • Most often parents and teachers have a distant relationship, feeling the only commonality between them is the student. Master teachers break away from this thinking and strive to create a positive relationship with their students’ parents. This is often done by sending home positive notes to parents, making encouraging phone calls, keeping the parents informed of progress, and conveying an approachable attitude. • “Be gracious and understanding in dealing with parents, keeping in mind that they are entrusting you with their most treasured gifts.” (Caurana, pg 44)

15. Educational Philosophies Cont… • Teaching • A master teacher challenges her students, while providing stimulating experiences, and setting high expectations. It is a teacher’s responsibility to require her students to do their best. This teacher motivates her students to succeed. • I believe it is essential for a teacher to focus on helping students to use their minds well. (Ten Common Principles-OCES Fall 98)

16. Educational Philosophies Cont… • Thinking • A master teacher’s goal is for her students to possess a high level of thinking. This is accomplished when students are able to explain and expound on a subject. An effective teacher provides such opportunities to her students. • I believe when students engage each other in “intellectual discourse”, they truly grasp a concept. (Nadine Goodman-OCES Fall 98)

17. Educational Philosophies Cont… • Motivation • Master teachers provide not only extrinsic, but also internal motivation for their students. They understand the importance of raising their student’s self-esteem and accomplishing the best they can for themselves. • I believe a teacher should provide intrinsic motivation for their students. (Alfie Kohn, The Active Learner Vol 2 Iss 2)

18. Educational Philosophies Cont… • Encouragement • Master teachers create a positive classroom environment. This is easily established when the classroom’s inhabitants strive to be encouraging. A master teacher models this characteristic for her students; encouraging them in all they do. The child in an encouraging environment sees the teacher as an advocate, not an adversary. A master teacher offers encouragement in all circumstances and is such an advocate. • “Encouragement is oxygen to the soul.” (Caruana, pg. 8)

19. Educational Philosophies Cont… • Organization • Clutter and disorganization can reek havoc on a classroom and students learning. Effective teachers are prepared and organized. It is pertinent that classrooms are orderly and that the teacher is organized. This enables the students to focus on their learning and keeps many distractions at bay. • “Organization brings peace and makes room for creativity.” (Carauna, pg. 83)

20. Educational Philosophies Cont… • Every effective teacher has her own set of beliefs and philosophies of how to educate her students, handle her classroom, and impact her students. Having information corroborating with your beliefs is essential, as it validates your beliefs. The philosophies that teachers possess are what drive and direct their instruction; these beliefs make up who the teacher is and how the teacher educates. These beliefs impact every aspect of the teacher’s educating. This section of my portfolio contains my beliefs about effective teachers.

21. D. Instructional Strategies • It is extremely important for an educator to be informed about various instructional strategies and techniques. Having an accessible repertoire of techniques allows the teacher to be most effective and creative in educating her students. Teachers implement their philosophies through their instructional strategies. Often, these strategies evidence educational philosophies, as they are usually the philosophies put into practice. This section of my portfolio includes what I believe to be some of the most important instructional strategies.

22. Instructional Strategies Cont… • Signals • Because I believe in student-centered teaching, I believe teachers should be guided by their students’ behaviors. It is important for teachers to observe their surroundings. Teachers must be aware of their students’ facial expressions, body language, and other signals sent. A teacher must continuously monitor her students’ behaviors, to best exemplify learning. Since this strategy Is guided by the students’ behaviors, it is directly linked to student-centered teaching. • “Teachers look for signals from their learners so that they may facilitate understanding.” (Orlich, 2001 pg 54)

23. Instructional Strategies Cont… • Monitor • I believe teacher’s challenging students to think for themselves is the key to their learning in-depthly; it is pertinent for teachers to monitor their students’, continually observing and prodding for forward progress. Constant monitoring of students’ achievements is pertinent for effective teachers. A master teacher is always checking her students’ knowledge. It is important for a teacher to monitor their students’ learning. There are many ways for teachers to monitor and assess their students’ achievements. • “Be aware of the progress your students are making…continually monitor students’ progress.” (Overton, 2000, pg 4)

24. Instructional Strategies Cont… • Stories • Effective educators utilize many teaching methods other than lecture. Many master teachers use stories to catch the students’ attention and provide them with background knowledge or experience. As stories are a large part of Deaf Culture, they are quite appropriate in a Deaf Education classroom. Master teachers create a situation the students can identify with and learn from, stories are often the vehicle for such a task. • “Sharing stories with children…enables adults to provide models of interaction and of the stylized uses of language in literature.” (Reif and Conway, 1995, pg 28)

25. Instructional Strategies Cont… • Direct Experience • Master teachers provide many experiences for their students; these experiences give students a background, as well as, help them generalize the information they are acquiring. These experiences, whether visual, smell, auditory, or hands-on all greatly contribute to the student’s learning experience. Master teachers facilitate their students’ learning, creating situations, backgrounds, and experiences for their students to learn from. • “Experiential learning is likely to bring success…direct experience is essential for the development of important cognitive skills.” (Williams, 1983, pg 169)

26. Instructional Strategies Cont… • Assessment • Master teachers utilize a variance of techniques regarding assessment. They are aware that students’ understanding, knowledge, and progress should be evaluated in many different ways. This strategy is easily incorporated into the effective teacher’s classroom. • “Portfolios are better than tests.” (Student, Center for Collaborative Education, 2000)

27. Instructional Strategies Cont… • Discovery Learning • Because I believe master teachers facilitate and provide their students with many opportunities to increase their knowledge. Students better understand concepts and ideas when they are able to discover and assimilate them on their own. This process allows students to direct their own learning, which causes a more meaningful learning experience. An effective teacher causes her students to think for themselves. • “Learners construct knowledge from their own thoughts, activities, and experiences.” (Orlich, 20001, pg 227)

28. Instructional Strategies Cont… • Role-models • It is important for students (both deaf and hearing) to have role-models to look up to. Deaf students should have access to Deaf adult role models, who can model appropriate behaviors, language, linguistics, and culture for them. The students should also have English role-models, so they may learn and experience correct written English and grammar. These role-models show the students appropriate qualities and behaviors, while offering encouragement, support, and friendship. • “Access to positive role-models can promote self-determination…[and can also] help students understand and value the skills and qualities they bring to school and learn to respect the individuality of others.” (Salend, 2001, pg 222)

29. Instructional Strategies Cont… • Inquiry-Based Learning • Master teachers understand the importance of teaching their students thinking skills. This is best accomplished by incorporating an inquiry-based teaching strategy. This helps students efficiently acquire effective thinking skills. These skills in turn help the learner generalize the new information. • “…an inquiry-based teaching strategy will greatly facilitate your teaching of thinking skills.” (Orlich, 2001, pg 319)

30. Instructional Strategies Cont… • Games • Master teachers know that incorporating games into the curriculum enhances students’ learning experiences and enables them to generalize their information. Games are easily incorporated into the educational experience, making it stimulating and fun. Students are provided an opportunity to practice, learn, and generalize information. • “Games are great fun; but they are also a learning experience.” (Williams, 1983, pg 178)

31. Instructional Strategies Cont… • Dialogue journals • Master teachers utilize teaching methods that will be natural, fun, useful, individualized, and effective. Dialogue journals is a teaching technique that offers students fun, individualized learning, without their knowing it. Dialogue journals function not only as a way for teachers to communicate with their students, but observe, model, and facilitate written language. These journals are personal and student-centered, which keeps the students engaged. • “Dialogue journals are a natural way to involve students in functional, meaningful reading and writing.” (Bailes, 1986)

32. Instructional Strategies Cont… • Learning Centers • Students need to experience learning in a hands-on manner. Often learning centers are the best way for this type of learning to occur. Students are aware of what is expected while at each particular center, and the learning centers often keep them focused on their topic. A master teacher incorporates these centers into her classroom. • Providing learning centers “are particularly important for students who have difficulty with verbal encoding processes because…they can interact with the phenomena they’re studying by using their senses to gather and manipulate information nonverbally.” (Williams, 1983, pg 34)

33. Instructional Strategies Cont… • Materials • Master teachers allow students to create many of their own materials. This strategy enables the students to internalize what they are learning as well as learn about its importance. Allowing students to create their own materials helps them become more involved with their learning and more motivated to actively participate. • “I have found that an important strategy to use in your classroom is letting students create their own materials.” (Debbie Sly, classroom presentation, February 21, 2001).

34. Instructional Strategies Cont… • Vocabulary Words • It is difficult for educators to teach vocabulary words to their deaf students, as deaf students generally memorize the spelling and meaning of the words, without internalizing the concept. Master teachers have learned that vocabulary must be taught in a fun, yet authentic and relevant way. Often, allowing students to choose their own vocabulary words makes it a more meaningful and purposeful experience for the student. • “When teaching vocabulary, you must start with the concept…memorizing lists are not always that helpful; memorization is not internalization.” (Dr. Pamela Luft, Lecture, April 16, 2001)

35. Instructional Strategies Cont… • Communication Logs • Master teachers understand the importance of open and honest parent-teacher communication. This is easily incorporated into a classroom when the teacher sends daily, or weekly logs home to the parents. These logs keep the parents informed of their student’s current homework, tests, progress, as well as classroom happenings. It is also an effective way for teachers to be aware of the students’ home lives and other situations that can impact their learning. • “Parent and teacher communication journals are a good idea to help you deal with families and involve parents into your classroom however, they are hard to do daily.” (Class notes, April 16, 2001)

36. Instructional Strategies Cont… • Deaf Culture Activities • Many Deaf children participate in little interaction with the Deaf Community or Deaf adults other than in your classroom. It is essential for master teachers to make such opportunities available for her students. Allowing students to go on field trips to participate in the Deaf Community’s activities and learn about their culture is a necessary component of an effective Deaf educator. • “Take your students on field trips into the Deaf Community and activities so they can learn about their culture.” (Miss Kennedy, Class Presentation, February 21, 2001)

37. Instructional Strategies Cont… • Physical Movement • A master teacher realizes the limited attention span of her students. She makes accommodations for this short amount of time by modifying her teaching to fit their learning level. This is easily done by planning times for physical movement. Effective teachers structure their teaching day by allowing the students to move around (and become tired) then having them take their seats and listen/learn (while they rest). This strategy works with the students’ learning styles and attention spans. • “Provide students with opportunities to get out of their seats and move around. Ask them for help watering plants, or passing out papers.” (Cathy Wilson, Class Presentation, April, 2001)

38. Instructional Strategies Cont… • Teachable Moments • Very often students stray off the topic during a lesson. Many times, the topic they have begun talking about is another learning experience. Master teachers utilize this topic shift, and obvious interest shift, as a “teachable moment”, one where they are no longer utilizing the lessons they had planned, but are following their students’ interest and lead and teaching off of that. When incorporated with care into a classroom, this strategy is highly effective; as it incorporates the students’ learning desires and flexibility into the day’s lessons. • “Sometimes students get off track, but you know they need to know more information about what they are talking about, so you decide to change your lesson—in the middle of the lesson—and teach them about that instead. Sometimes it’s best to follow their interest.” (Gary Hand, personal communication, March 26, 2001)

39. Instructional Strategies Cont… • Although it is necessary for a teacher to have many successful strategies available, it is important to be flexible and open. A teacher must be willing to use varying techniques, and use what works best for her students. Many instructional strategies are the classroom actualization of the teachers educational philosophies. Many of my philosophies are encumbered in my instructional strategies, as the two are quite interrelated.

40. E. Learning Environment • It is very important to create an environment conducive for learning. Specific environmental factors directly relate to students’ attention, mood, and learning abilities. An effective teacher is aware of such factors and works to create a stimulating learning environment for her students. Master teachers develop learning environments for their students based upon their personal beliefs and teaching strategies. The learning environments contained in this section are directly linked with my educational philosophies as well as the teaching strategies and styles I am comfortable with.

41. Learning Environment Cont… • Comfort • Master teachers realize the impact the environment makes upon their students. They know it is essential their students feel safe and comfortable in the classroom. They know the importance of establishing an environment that allows students to feel free from judgment and fear, and stimulates thinking. • “The impact of the environment [is directly related to] the student’s learning ability.” (Overton, 2000, pg 356)

42. Learning Environment Cont… • Culture • Master teachers attempt to make their classrooms as culture friendly and enhancing as possible. It is important for teachers to have classrooms which encourage students to embrace their culture, as this will help them define their identity. • “[Educators] need to help deaf students discover their heritage—to show them the richness of the culture, language, history, and accomplishments of deaf people.” (Miller-Nomeland, 1993, pg 3)

43. Learning Environment Cont… • Language • Master teachers ensure that the language used in their classroom is conducive to learning. They desire for their students to function at the highest level possible. They understand what must occur for this to be achieved. Teachers must teach in a manner or language their students can understand. • “The greatest hope for reform of Deaf Education lies in ensuring that teacher and student have a shared fluent natural language at their command for conducting learning.” (Lane et all, 1996, pg 292)

44. Learning Environment Cont… • Technology • In today’s world, technology is rapidly growing. Using such instruments will enhance all curriculum areas, creating many otherwise impossible experiences for students. • “All children can learn, and computers, creatively applied, can serve as powerful tools of change to help students improve academic performance and take greater control over their thinking.” (Gooden, 1996, pg xxiv)

45. Learning Environment Cont… • Learning Centers • It is important that specific areas are developed for students to work on particular tasks. These centers prod students to pay more attention to their work and keep them focused. The use of learning centers greatly inhibits students’ availability to become distracted. • Learning “centers contain meaningful, and purposeful activities that students can work at in small groups…that can be used to focus particular units.” (Tompkins, 1998, pg 63)

46. Learning Environment Cont… • Wait Time • Master teachers allow a period of time, wait time, between asking questions and their students’ answering them. This allotted time frame enables students to form their thoughts, which results in more in-depth thinking, answers, and learning. When students are given ample time to think about their answer, they are able to understand the topic more fully. • “Wait time is essential for thoughtful student responses…the use of wait time provides many educational benefits…increased complexity of answers and improved reasoning.” (Orlich, 2001, pg 253-255)

47. Learning Environment Cont… • Classroom Management • Effective teachers are able to maintain control of their classroom at all times. They establish rules and schedules, effectively and consistently follow through with consequences. Master teachers design a classroom environment which enables students’ positive behaviors. • “These [classroom management] techniques should be incorporated into an overall instructional and classroom management plan…in which expectations and consequences are are communicated and followed through.” (Heward, 1996, pg 276-277)

48. Learning Environment Cont… • Democratic Setting • Master teachers empower their students with a sense of classroom ownership. By allowing students to feel like they contribute to their classroom, they will be more responsible and active, which in turn will lead to more the students being more involved in their learning. An effective teacher creates this environment for her students. • “Making the classroom a democratic setting, where everyone feels a responsibility to contribute is a central goal of transformative pedagogy. (Hooks,1994, pg 39)

49. Learning Environment Cont… • Individuality • Master teachers understand the necessity for their students to be individuals. They know that each student in the class has his/her own personality and learning style. Effective teachers foster and utilize these differences to help create a comfortable learning environment, where their students can excel academically, socially, and individually. • “Allow individuality in your students. Only then will they discover their true potential.” (Caruana, pg 70)

50. Learning Environment Cont… • Rules • Master teachers understand the rules behind rules. The most effective classroom guidelines are those that are made collaboratively between the teacher and students. Rules should be phrased in a positive manner and should not be overwhelming. Effective teachers are consistent in their management of broken rules and teach students to be accountable for their actions. • “Positively stated rules that are established at the beginning of the school year with input from the students are usually more successful in helping students control their behavior than several negative rules already posted by the teacher when the students arrive.” (Vallercorsa, 2000, pg 36)