View Content #1614
| Contentid | 1614 |
|---|---|
| Content Type | 1 |
| Title | First week activities in ASL classes |
| Body | The following compilation of ideas came from a recent discussion on the TEACHASL listserv. The reference for all messages would thus contain: A discussion list for teachers of American Sign Language. TEACHASL@ADMIN.HUMBERC.ON.CA The first test I give students is in the second week of class when they need to sign 1) I don't understand 2) what does that mean? 3) explain more please 4) Oh.. I get it and also 5) Do you understand? I find that these will prepare students for all levels of signing and empower them to be active participants. Of course, they still struggle with asking at times...but I am grateful for those brave ones who stick their neck out and do ask! Wills, T. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). I do teach the signs for "mean" as in definition, "again" and "no clue" signs first. From then, I will go on to teach the regular lesson plan. I will occasionally ask a row of kids if they understand. If they all say they do, then I pick one to get up and explain a part, then stop them midway and let someone else in their group finish the idea. It keeps them on their toes, so it helps a lot of kids sign "mean", "again", or "no clue", for fear of being called on. The one thing everyone asks me is how do I know when the kids are talking. I have a baby monitor in our classroom that I usually situate near the back. Most kids don't even know it is there. My monitor sits on my desk and it lights up when there is talking in the room. It's great because the kids are so confused when I sign SILENCE! and they wonder who told on them. It's one of my best tools! ReBecca. (14 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). When I taught 4th and 5th graders, I used the opposite approach. This will work well with younger kids, I doubt with high schoolers, but maybe you can improvise! I had a jar for each class I taught. Before each class I made sure I washed my hands!(this is key). During the class period, I would randomly drop Reece's pieces into the jar. If the class had been working well, more pieces. If they needed reminders, fewer went into the jar. The last 3 min of class we'd spill out the candies onto a paper towel and count (in ASL of course). If there was enough, each person got 'x' number of pieces. If we had only enough in the jar for each person to have 1, then so be it. All the 'left overs' were put back into the jar for the next class period. IT was like 'banking' the candies. The kids really got into it. Especially since the first couple class periods I would drop HANDFULS of candy into the jar (gotta hook them in with positive reinforcements early!) The 'program' worked for about 2 months (I only saw the kids 2 x a week) then I had to find a new technique. But, by then, they understood what behaviors were required in my classroom and I really did not have a problem with talking/whispering. (well except that typical 1 or 2 kids!) Janice. (16 May 2004). Re: No Voice Policies. TEACH ASL (20 May 2004). |
| Source | TEACHASL |
| Inputdate | 2004-05-20 20:04:00 |
| Lastmodifieddate | 2004-05-20 20:04:00 |
| Expdate | Not set |
| Publishdate | Not set |
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| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
