Call to Teach Blog

1. Get experience

2007-10-24T00:22:00.007-04:00

4/20/2009

For my Secondary Curriculum and Instruction course, Education 314, I observed at a high school for a total of 36 hours. The class I was placed in was an American Sign Language foreign language class. I observed two different classes-a first and second level ASL classes. The first level ASL class was a large class of about twenty students. The class consisted of freshmen through seniors, which made it a very diverse classroom. The level two class only had one male student, which added to the interesting classroom dynamics. The male student didn’t participate much, and it was a very talkative classroom. Simply observing both of these classes gave me great experience with classroom management. I found myself taking many mental notes after watching the teacher interact with her students. My cooperating teacher was not only good at classroom management, but she also was very good at planning activities. She had so much creativity packed into the different activities and exercises planned in the classroom. Again, I tried to remember her ideas so I could use them in my class as well.

Apart from observing, I also taught three different lessons. The first lesson I taught to the level two ASL class and the other two were with level one students. The cooperating teacher did help me quite a bit with content, she showed me what she planned on teaching and let me do the rest. It was very helpful to have her guidelines to plan my first lessons. Evaluations of my lessons were better than expected and were very encouraging. Aside from good marks, I also felt more excited to have my own class and I felt very comfortable in a teaching role. Having this experience really allowed me to experiment with teaching and use methods that I’ve been learning these past two years of college.

As a future teacher of a foreign language, I am taking a TESOL (Teaching English to Speakers of Other Languages) class to help me in foreign language teaching. A requirement for this course is to get experience with teaching another language. So in the spring 2009 semester, I am tutoring six college freshmen in American Sign Language. We meet for about two hours every week, and finding material for two hours can sometimes be a challenge. This assignment has challenged, encouraged, and strengthened me in many ways.

My desire is to teach high school students how to sign, so having six first years is a perfect match! They are energetic girls who love the language, but need some extra practice. Through this experience I have used methods from when I was a first year and have tried some new techniques. I remember being in their position so I try to give them tips and exercises to improve their language skills. However, this doesn’t last two hours. This challenge with time has made me search on the internet, in ASL textbooks, and even asking ASL professors of additional drills and exercises that would be useful. Even though this was challenging, I now have many resources that I know I will use in the future.

My meetings with the tutees have been very rewarding and encouraging. When I can actually see the light bulbs go on in their heads I feel as though I have helped them in some way. This encourages me to continue in my education, and strengthens my desire to teach. Reflecting after every meeting and writing papers that are submitted to my professor have really helped me see what is useful in teaching and what is not. Forcing myself to ask questions of my performance and how I can improve has been valuable to me. Looking back, I have seen a change in my techniques and my students are also noticing that our sessions are more valuable. I am thankful for this experience and I know that I will be a better teacher because of this additional practice.

At Ox Bow Elementary School, I observed for 20 hours. This is a requirement for Inclusive Schooling, but this also was a way to get experience. Before my first day, I wasn't looking forward to "observing." Too many times have I been in school where a college student sits in the back and takes notes on what to do and what not to do. I did not want to be this college student!

Thankfully, for the next two months, I didn't have to be that student. I could get involved with projects, work with kids, teach lessons, and have fun all the while. I immediately started signing to the students. This was a great way to improve my sign language skills. There is nothing more helpful than watching a deaf person sign. It took me a while to get used to the system they had, but as time went on, I could see improvement.

Culture in a deaf classroom is something that was completely foreign to me. I have never thought about disciplining someone who can't hear. What should I sign? Will they take me seriously? These questions could only be answered by trial and error. I soon found out what worked and what didn't. Since the kids couldn't hear the intonation of my voice, I had to show it in my facial expression. If I have a job like this someday, I know I'll use what I learned at Ox Bow.

2. Get political

2007-10-24T00:22:00.006-04:00

College life for me can be extremely busy with homework and a social life, but I make sure to always take time out every day to keep up with the news. Since I do not have a TV, I must rely mostly on written news. My most visited cites for world news include CNN and BBC. On CNN, I watch daily ten-minute clips of “Student News”. It is a short clip that covers news stories in the US and also around the world. This is an easy way for me to hear about many different events in one setting. Also, I enjoy it because of other features like “shout out” and “word to the wise” for example. They have trivia questions for students in a classroom that teachers can use and have students race to “shout out” the answer. For “word to the wise” they have a vocabulary word with its definition and then a story to go with it. October 30^th’s word was “displace” and following was a story about Pakistan’s displaced. “Student News” has been a useful resource for me keeping up to date with things all over the world and it is surprisingly fun. This news source is geared towards students and is a part of my daily routine. These features, such as “shout out” and “word to the wise,” are both informative and ways to keep people like me—who struggle reading the news—attentive.

I think it is very important to know what is happening abroad, however, now that I am a part of Goshen’s community, it is imperative that I am active and aware in my community as well. Locally, I keep up to date with my community via the Elkhart Truth and The Record. Both of these newspapers I can also view online, which makes it much more accessible. It is important for me to know what is going on in my community so I can participate more and be active in my community.

On Novemer 1, 2009, there was an article in the Elkhart Truth about a local elementary school. At Chandler Elementary School here in Goshen, IN a local church—First Church of God—showed their support of the students and school. There are two women in the community that organize volunteers to help at the school wherever they are needed. These women were called to support Chandler because the school may be facing changes due to low state test scores. Some volunteers serve as tutors for the students to help out teachers of Chandler. As a future educator, it is important to know how I can help out now and improve schools around me so students may have a better future. Local news such as the Elkhart Truth is one way that I can “get political” by being aware in my community and acting upon it.

___________________________________________________________________

Teaching Tolerance is a biannual magazine that has been an excellent source that I’ve used this semester. As tolerance.org states,

Published twice a year, our magazine profiles educators, schools and programs promoting diversity and equity in inspirational and replicable ways.

This magazine has informed me of recent happenings in education that I feel are very important. For example, there was an article in the Fall 2009 edition that had examples of lesson plans for teachers to use. This article stated that in 2008, Charleston, Mississippi had their first racially integrated prom. This was extremely surprising to me, and I feel as thought it is important for me to see that changes are still being made in schools all around. This magazine has encouraged me to become more intrigued with current events in education because I will soon be a part of it.

As I continued to read this fall 2009 issue, I came across an article “Pushed Out” that discussed the zero tolerance policy in schools today. Initially, this policy’s goal was to limit violence and drug use in schools. However, over time it has changed so it also covers issues like misbehaviors. The result of this is that students are getting expelled and suspended more frequently which can hurt them academically and in the end, statistics show that the chance of dropout increases. One example that this article gives shows how strict this policy can be:

From the St. Petersburg Times: a 10-year-old girl found a small knife in her lunchbox, placed there by her mother, for cutting an apple. She immediately gave the knife to her teacher, but was expelled from school for possessing a weapon.

This example shows how a student unintentionally violated school rules and in the end got expelled from school. At first, this seemed frustrating to me that I might be in the same situation in the future and get an innocent kid suspended or expelled. However, this article gives alternatives to the zero tolerance policy.

Positive Behavior Supports (PBS) is one way to help students reduce unwanted behaviors and increase behaviors that are desired to establish a safe environment. In doing more research, PBS tries to reward students for good behavior in order to increase its frequency while decreasing the unwanted behavior simultaneously. Knowing policies that are enforced in schools today will help me to be more prepared in the future. Teaching Tolerance is one way that I have learned about the politics of education and also how to best respond in my classroom.

_____________________________________________________________________

On October 24, 2009 I received an email from a Goshen College student who is currently student teaching. The email was regarding Rules for Educator Preparation and Accountability (REPA). REPA is a proposition for change in education programs that would make it easier to get a teaching job and harder to keep an existing one. Dr. Tony Bennett—Superintendent of Public Instruction—is proposing that existing teachers should take a rigorous test over content in order to keep their teaching license. This test requires no actual teaching abilities; rather it strictly tests content knowledge. For individuals looking to get their teaching license, they will no longer have to take a PRAXIS I tests. Instead, they will be tested solely on their basic skills prior to admission of schools of education.

While I understand that Dr. Bennett wants the educators of Indiana to be highly qualified in their content area, I am extremely concerned of the pedagogical abilities of these future educators. The environment at Goshen College along with the professors have showed me over the past three years here that how you teach—along with what you teach—is extremely crucial! Therefore, I decided to do my part and stand up against REPA. I did this by agreeing with and signing a letter that senior Elizabeth Beachy wrote. I chose not to write one myself because I appreciated the intensity, honesty, and the impact that this particular letter has. Because I want the best for each an every student in Indiana, I hope that with this letter, Dr. Bennett will be encouraged to reevaluate his proposal. I do not wish to lower any standards that are present now, and I certainly do not wish to see pedagogically unqualified individuals earning a teaching license while current, more experienced teachers get theirs taken away. I am thankful for other students here at Goshen College that are politically proactive and encourage other students to do the same.

To whom it may concern,

I am a college student only a month and a half away from completing my English Major and Secondary Education degree. I am currently entering the last three weeks of my student-teaching placement at a local middle school. As I am becoming a part of a community of educators and looking toward future teaching experiences, I am also seriously concerned by and do not support the changes included in the Rules for Educator Preparation and Accountability (REPA), recently proposed by the Indiana Department of Education.

I am disheartened by the proposed change for education programs to focus almost entirely on content knowledge and very little on teaching methodology and pedagogy. I am coming fresh from an education program that upheld the philosophy that both methods and content are equally essential. You cannot teach content unless you have background knowledge on managing a classroom, creating a positive classroom climate, and presenting ideas in different forms in order to reach all types of learners.

Multiple field placements in local schools and the12 weeks of student-teaching that our education program requires have presented me with some of the most challenging, realistic, and long-lasting learning and teaching experiences. I observed expert teachers, practiced teaching lessons I prepared, and then received prompt feedback from cooperating teachers and professors. If I had not gone through this process, I would have never learned about the significance of designing a lesson for depth versus breadth. I would have not learned the significance of establishing clear expectations on the first day of school.

I do not believe that someone who is proficient in a subject is necessarily prepared for or capable of interacting with dozens of students who each have their own unique stories, struggles, and individual needs—those academic, social, and emotional. I am not convinced that those individuals will have their hearts in the right places. Students are not open slates that can, at will, absorb and repeat anything you tell them. Instructional techniques and strategies, acquiring and practicing classroom management skills, and being aware and sensitive to the implications of social and emotional developmental stages of students are all parts of creating a healthy learning community.

I do not agree with or support most all of the Rules for Educator Preparation and Accountability (REPA) and I implore that the Indiana Department of Education reevaluate their intentions and consider that their proposed rules are not grounded in any experience-driven facts or verifiable data.

Elizabeth F. Beachy        

I am currently a third year, college education major; I have read Elizabeth Beachy's letter and affirm her statements.

Lesli Jo Kennell

3. Take your education seriously

2007-10-24T00:21:00.001-04:00

Starting my first year of college, it is important to start on the right note! To take my school work seriously, I try to stay very organized. Things that help me are using my planner, writing to-do lists, and working with others.

My planner helps me to visualize what I have planned for the upcoming week so I can make my homework more structured.

I make to-do lists for certain days or specific classes, depending on the situation. This helps me make sure I get everything done and also gives me satisfaction when I check tasks off.

Working with other classmates not only holds me accountable, but also enhances my learning and gives me new ideas. These ways help me take my education seriously and allow me to learn more.

4. Be a Role Model/Become active in your community

2007-10-24T00:20:00.004-04:00

Throughout the day, I am making many choices that reflect who I am. Having others look up to me, like when I teach in school, holds me accountable for my actions. To show that I support breast cancer, I went to get a pink strip of hair put in my hair. This shows people every day that I am supporting breast cancer and spreads the word so others may do the same.

Also, I think it is important to attend chapels and convocations as much as possible. I have already met and exceeded the required semester attendances. I can learn from these weekly meetings, support them ,and know that my faith is being encouraged in this.

Community has always been an important aspect of my life. I feel it is very important to be involved and feel like you are a significant part of your community. To show support to both my Mennonite community and my local community, I attended the annual Mennonite Relief Sale. My attendance and financial support showed that I care about the community and am willing to be a support.

Another way I supported these communities is volunteering at the Depot for Celebrate Service Day. Packing and unpacking school kits, sorting clothes, and sorting towels were just a few ways we participated in steps toward aid for those in need.

6. Volunteer in or join an organization

2007-10-24T00:19:00.006-04:00

10/26/2009

For the fall 2009 Celebrate Service Day here at Goshen College, I served a volunteer with my other house mates. Totaling nine girls, the residents of Howell House spent the day with members of ADEC. The Association for the Disabled of Elkhart County (ADEC) is an agency that supports people with disabilities in Elkhart County. ADEC helps provide job opportunities for people with disabilities that will strengthen the community. Because of this agency, people with disabilities can maximize their abilities and also have a supportive community around them. There are day services available to teach ADEC members life skills for the future.

My house mates and I volunteered to facilitate a day of activity at the Elkhart Sports Center. The morning session was to play sports such as softball, volleyball, basketball, and kickball with the ADEC members. I was paired with my friend Chelsey and we were assigned kickball. She was the pitcher and I mainly was in the outfield, directing the players where to go. At first, I was incredibly shy and didn’t want to talk much, but that didn’t last long. Soon I was having so much fun and getting to know all of the players on my team. Chelsey worked really well with the person who was kicking and telling them to run to first, and my task was telling the players on second and third to run!!! Some of the players didn’t need as much help as others and spending time with them helped me better understand personalities and characteristics of the players. There was a wide range of disabilities which made it difficult because there were many needs to be met. For example, one individual was in a wheelchair and had to be pushed to first base, etc. On the other hand, there were players that had mild disabilities that could get impatient if others were taking a long time. Working with these individuals really stretched me and made me use various forms of instruction. For example, some individuals did really well with verbal commands that told them specifically which base to run to. But there were others that preferred visual reminders with less verbal commands. I thoroughly enjoyed my time facilitating a game of kickball!

For the afternoon activity there was a music therapist that came and had everyone make music. Again it was very interesting to see the different personality types; some loved keeping a steady beat while others would prefer improvisation and dancing. I was really impressed with the music therapist for how should could encourage everyone to express themselves in their own way. When one ADEC member who has Down syndrome started feeling the music she got up and danced. While this wasn’t what the therapist told her to do, she encouraged it and thanked her for her creativity. This is a great way to help individuals feel comfortable in the setting while still having fun. Using shakers, beating drums, clapping our hands, and dancing was such a great way for these ADEC members to release energy and express themselves. I feel very lucky to have been a part of this day full of activities and I will be able to reflect on this day when working with people with disabilities in the future.

4/20/09

My mother has helped with music at our church for many, many years and I have helped her when I can. For five years, I’ve volunteered one week of my summers to lead music for Vacation Bible School (VBS). Usually I lead with my mother, but last year she was unavailable. So for that year I took her place at leading music for my church’s VBS. There was surprisingly a lot of planning that went into this (more than I thought). I had to plan songs that fit with the theme for that day and make sure I had enough to fill up the time. I had some practice at this, but it still took quite a bit of organization to make everything run smoothly.

Organization wasn’t the only thing that I learned from this; I also learned to have plenty of energy! I was working with various age groups so I had to play “cool” to the eighth graders who didn’t really want to sing and do motions, but also jump around to the music with the kindergarteners. This was great practice for me to meet the needs of my “students”.

Some of the classes had around 15 kids, which made it a lively time. However, I needed to keep their attention as much as possible. Having all of my materials ready to go, in order really helped me manage the kids. If I didn’t give them time between songs, they were less likely to talk, and less talking means more singing! After all of my work planning the days and working with the kids, I was rewarded with an excellent performance the following Sunday. Volunteering for doing VBS music gave me experience with organization and using my energy efficiently, which will be useful in the future!

__________________________________________________________________

For a fall 2008 Study Service Term, SST, I went to the beautiful island of Jamaica in the Caribbean. There were two parts to the trip—a study term and a service term. For my service term I traveled to Kingston, the capital of Jamaica, to volunteer in a school for the Deaf. Caribbean Christian Center for the Deaf (CCCD) was a residential school in the heart of Jamaica’s capital. It was fenced in with strict curfews and 24 hour security. I lived on campus in a small apartment with one other Goshen student. CCCD provides education for about 80 kids ranging from preschool to tenth grade. There is a mixture of Deaf and hearing faculty and staff. I spent six hard weeks working for the school in whatever way needed.

My roommate Laura and I started out our six weeks trying to get to know students and help out in classrooms. It was such a change being in classrooms with only Deaf children. The classroom has to be set up differently, activities are different, and communication is much different when comparing classrooms with hearing children. For these six weeks I was in a new culture being in Jamaica, but I also was in a new culture living on a Deaf campus. I had to adjust to the ways typical to Jamaicans and also of Deaf school children. I had to learn the ropes of their discipline which was really difficult at times because our morals didn’t quite match up.

The teachers used us as aids to help out in the classroom where they needed us along with prep work outside of the classroom. I made countless posters and charts for the teachers’ rooms. Since Deaf individuals are so visual, they love colorful posters that serve as an overview of the unit. Days in the library got extremely long and hot! But we did our best to keep being positive about everything. When we saw how grateful the teachers were to have their classroom decorated it was well worth it! Also seeing students use the posters during homework time in class made every minute of work count.

In being with these Deaf children I learned a lot about their culture and their backgrounds. A lot of the stories they told us or we heard about were very sad. Out of all 80 students, none of the parents knew how to sign. When the children would go home for occasional visits or holidays, I can’t imagine the lack of communication and the struggle that brings into the home. But through this endeavor, I saw how truly strong these Deaf individuals had to be and how far they’d come. They are inspiring people to anyone who gives them the chance. It was such a pleasure to work with them and get to know them and their stories.

For a service project, my youth group went to Bayou La Batre, Alabama through Mennonite Disaster Services (MDS). We worked on houses that were damaged from past hurricanes. Our youth group worked with a group of Muslims from New York. Going into this, I had no idea what it would be like. I didn't know what they would look like, how they would dress, if they would talk, or if they'd like me! We talked about it as a youth group, did Bible studies centered on it, and prayed in our preparation.

Once we got there, we realized they looked exactly like us. The had east coast accents, but seemed the same as us. Their names were unfamiliar to us because they were originating from the Koran, just as some of our names come from the Bible. It was very interesting to learn about their culture as time went on, and I learned a lot! Although we all looked like ordinary teenagers, our roots were completely different.

Throughout the week, we did a lot of sharing and listening. It took me a while to let go of my pride and realize that we are just different people. I had to gain a respect for these teens, and I did this by listening to their stories. I felt that they respected me for what I believed in and we did find similarities. One of the biggest ones was our love for service. Both groups wanted to help these people that had lost their homes and even lives.

This process of gaining respect is something I hope I can take with me into my teaching profession. Hearing students' stories and listening to everything they say will help me achieve this goal. I want to create a safe environment in my classroom and I think by gaining and giving respect for cultures I can do so.

7. Develop ways to recharge your battery

2007-10-24T00:18:00.004-04:00

Working with a 15-hour schedule, having a job, doing all my homework, and having a social life at the same time is pretty challenging to master. This balancing act does not come easy, but a few techniques I've discovered have really helped! If my eyes just can't stay open any more, 20-minute power naps can easily come to my rescue. It is a way to let my body unwind and then refreshed after the snooze.

Also making "study music" mixes on my iTunes have helped me wake up and feel more motivated to work. Working with others always seems to perk me up. I can be social and learn at the same time. The hardest part is actually buckling down and doing the work...NO distractions! They can wake you up and also keep you motivated.

8. Practice democratic principles

2007-10-24T00:18:00.001-04:00

In my field placement at Ox Bow, I noticed early on the different races of students. In the Goshen area, there are many Hispanics and their population is definitely evident in schools. Along with Hispanics, Ox Bow had students that were African American and white. These races are most numerous, but there could have been others in different classes. To create a safe and open environment in the classroom, I knew I had to recognize all races and show respect to everyone.

Showing respect meant doing many different things. Even though I was just an observer, the students treated me like another teacher. Since they gave me this respect, I openly gave it to them as well. I listened to their stories, shared in their beliefs, and valued them as individuals. Making time in each day to show interest in every student can make a big impact on students' lives. Being democratic can include sharing commonalities that I have with students. Treating them as an equal and being on the same level are very important. Each student has their own story, their own beliefs, and their own goals. To practice democracy in the classroom, I should value these things and see them as an individual.

One democratic principle that is key in a classroom is choice. As a teacher, I am one who disciplines and shows leadership, but it is the kids who make choices for themselves on how they are going to act. At Ox Bow, the students know that they make their own choices, but teachers encourage them to make the right choice. This is something I, too practiced while observing. I could see it positively affect the kids' decisions. By simply saying to a child "you know your options, make the right choice," they are more likely to make good decisions. Using this tactic, along with the others mentioned, I think will have a positive effect in class.

9. Learning to identify allies

2007-10-24T00:17:00.002-04:00

My sophomore year I observed and taught lessons in an ASL classroom at Concord High. The teacher there was very supportive and always gave me a lot of advice to use in my future classroom. Working with this cooperating teacher introduced me to many new resources that are valuable in an ASL classroom. I was able to borrow various resources and judge for myself what materials I could use in the future. My cooperating teacher introduced me also to new technologies. For her assessments, she used methods that I had never experienced in my ASL background. Observing her exams and understanding the different technologies that are available opens up many different forms of assessment.

While this cooperating teacher is currently on maternity leave, I have kept up with colleagues of hers through email. I am on a list of ASL educators all over Indiana that share classroom ideas with one another. Recently this semester I received an email with ideas for setting up a classroom that will provoke learning.

August 10, 2009

Hello Everyone,

Welcome back! I made as ASL calendar for my classroom this year and thought I'd share it with all of you. I made the calendar grid out of a large piece of construction paper from the big rolls 36" by 46". I measured 6 inches for the month at the top, 4 for the day of the week and made each day a 5" by 6" square. I glued the days of the week in place and then laminated the calendar by folding it in half and feeding it through the machine because it was too wide to fit. When it came out I slid a pair of scissors along the side and opened it up so just one side is laminated. Then I printed off the numbers and months and laminated them as well and cut them out. I affixed them to the laminated calendar grid with Velcro so they can be changed easily with the month.

I did use the Gallaudet font for the months so if you have not downloaded that the months will show up in English instead of fingerspelling.

I also made a second set of numbers 1-12 and taped them over the numbers on the clock. It is hard to read from a distance but the first few rows can see it just fine and by high school they should be able to find the time on the clock by the angle of the hands without the numbers anyway.

So there are a couple room decoration ideas.

With this email, there were various links of posters to put up in the classrooms. Having this resource is so valuable to a future educator like me. While I may not be using this right now, I am saving all of the emails and attachments so that I can use them in the future. There are also forms of assessment that teachers share with each other in this network. Authentic assessment is difficult, but when I have resources and connections with other teachers that are in the same field as me, I will be able to expand my teaching and assessment methods. Through this brainstorming and feedback, I can share my ideas in the future as well as use ideas from other educators to create an optimum environment for students to learn ASL.

As an education major and an American Sign Language major, I try to dedicate my time in both fields so that I can become a better teacher of a new language. To keep up my signing skills, I meet with various people that know ASL on a regular basis. I do this by meeting with Goshen College’s ASL club each week, taking a Deaf Literature class, and chatting with classmates outside of the school setting. These students and professor are encouragements as well as mentors when it comes to my language acquisition. They are more than a support system because they can advise me and critique me to become a better signer and soon, a better educator.

The Goshen College ASL club meets every week (at least) at 10:00 am on Wednesdays. The Wednesday meetings are only for ASL students—freshmen through seniors. This is a time where we can sign as well as use spoken English to communicate. Having this opportunity to use my first language with students that are more knowledgeable than me is extremely valuable! Some of these students are in my ASL classes and it is nice to be able to ask questions to clarify or discuss things that happened in class. For example, I had seen a sign that was unfamiliar to me in class, but I was too shy to ask my teacher for clarification. Since no spoken English is allowed in ASL classes, I took advantage of the ASL club and discussed my question with upper level ASL majors. They were able to give me an answer in my first language, which led to understanding. I am very grateful for this opportunity to learn more about ASL. I am very thankful that the upperclassmen in GC’s ASL club have been friends, encouragers, teachers, and mentors to me since I came to Goshen College.

This fall 2009 semester, I am also taking an optional course that is taught by a Deaf professor. Even though it does add to my workload of my semester, I am so thankful to have a Deaf professor if I need advice. As I previously explained, GC’s ASL club has been very helpful in my language acquisition. However, having two and a half hours of class in American Sign Language each Thursday night has also helped me use and learn more of my second language. The majority of my classes this year are education classes, so having an all ASL environment has helped me keep up my skills. My professor has always been very encouraging to her students, and I see that this semester in my Deaf Literature class. Being able to ask her questions about ASL—her native language—has been an extremely valuable resource. She is always open to questions and discussion, and she genuinely wants us to grow in our new language learning. Since this professor is our only Deaf individual on campus, she is asked many questions of clarification in ASL. I feel very fortunate to have an individual on campus that can answer my questions and critique me. It is assuring to know that the advice she is giving me is genuine because her first language is ASL and she is well educated. Having a class with her once a week has been a way for me to stay strong academically in ASL.

The third way I find support is through my friends. My closest friends are most definitely my biggest allies. For the 2009-2010 school year I am living in a house with eight other girls. Although there are not any ASL students, there are three other girls that are also in education. Having people at “home” who know what I’m going through and have taken the same classes has been a blessing. Sometimes it’s complaining that I need. I might just need to talk about a rough day at my field placement, or it could be an exciting teaching moment at another field placement. Just having a few girls that are dear friends of mine to share the burden makes life much easier. I am very thankful to have such understanding friends who will always listen and give advice. I hope that I am too a good listener and can offer my knowledge when needed to encourage my friends. Being a part of the ASL club, communicating with a Deaf professor, and talking with my friends are three different ways I’ve identified my allies and benefited from those surrounding me.

Since I was at Ox Bow elementary school for over 20 hours, the teacher I was observing, Mrs. Gove, let me go to other classrooms. Apart from working with Mrs. Gove, I worked with a Kindergarten teacher, a different hearing-impaired teacher, and an interpreter/teacher's aid. Working with the Kindergarten teacher gave me an idea of material they cover in this age group and what discipline techniques work best. This was very helpful to determine what I wanted to do. It was good to talk with her and get "behind the scenes" of a Kindergarten class. She let me know I was welcome any time and it was very encouraging to have that experience.

There was a teacher that worked with hearing-impaired students in all different grades. I followed her around one day and this was excellent for me to see differences in the different ages. She was very smart and worked very well with students.

In the middle of my time at Ox Bow, they got a new teacher to help out in classrooms. She was to follow a student around and keep him on task while interpreting. She had a tough job, just working with one kid, but this was good for me to see. It is another connection I have and another profession possibility in the future.

It was hard to fully communicate with students when I didn't know sign language very well. Myron Yoder, my ASL professor here at Goshen, really helped me through this. I would come to him with questions on how to sign things and he was always willing to help. It is great to have someone like this to always fall back on when I need some help with my signing.

Along with Myron, my ASL peers helped me in this same way. Heather Zimmerman, Justin Yoder, and Isaac Lederach are just a few classmates of mine that have really helped me improve my signing. If I come to them questions of clarifications, they would be more than happy to take time and help me. These are people that I could go to at any time in the day. Heather lives on my floor and has really helped me better my knowledge so I can communicate with deaf kids.

10. Study effective teachers

2007-10-24T00:14:00.000-04:00

In high school, I took a course called College Prep. This was a class that was geared towards getting me ready for college. This class prepared me for a heavy work load, but more importantly for my desired major. We had an assignment that required us to job shadow someone who had a job that interested you. I knew I wanted to be a teacher, so I chose a Special Education teacher that I knew. She taught elementary kids at Davenport Elementary School with special needs. Turns out, she knew American Sign Language. This was something I wasn't too familiar with, but I immediately fell in love. It was so interesting to see how she managed her classroom and included sign language. She taught hearing kids, but still used sign language. It was very helpful to see what she did and have this as a job possibility for my future.

As I have mentioned, I observed for twenty hours at Ox Bow elementary. This was another way I could study effective teachers. I tried very hard to notice different teachers' classroom management. One teacher that I observed was an ENL teacher. It was very interesting to watch how she ran her classroom. She worked in the same room with another ENL teacher. I had never been in an ENL classroom, so this was very educational for me. She did a good job of including students' languages. There were mostly Hispanics and one hard of hearing student. When they were learning colors, for example, the students all shared the different ways to say "red." Some said rojo, some said red, and some signed the word red. I had a very intriguing session with her and definitely benefited from observing her classroom.