Teaching Beliefs
There are many hearing people that are curious about how to interact with Deaf person and further wanting to be aware of the Deaf community. Each time I meet a hearing person who had little or no encounter with a Deaf person, but have a strong interest in communicating using ASL, I do my best to encourage their motivation and success in communicating with a Deaf person. I feel accomplished when a hearing person begins to use ASL to change their life forever. These experiences always inspire me to meet new people, encourage ASL in the hearing world and educate people in a new language. I want to be an ASL Educator to advance my successes in today's society.
In my teaching style, I strongly believe in using the Natural Approach, Multiple Intelligence Approach, and the Task-Based Language Teaching Method. In
the Natural Approach, I plan to implement a scaffold approach to challenge students throughout their journey in beginning to acquire ASL. Using the Mulitple Intelligences Approach, I will emphasize on an individual's learning process skill and help build confidence and motivation throuh many interactive opportunities. The last method, the Task Based Language teaching method, I will create daily task activities for individuals to be interactive and engage with this new target language.
Using these methods, I can welcome the beginner individuals as students in a healthy and stimulating classroom environment. Any of the combination method and approaches will help students build confidence and secure their natural way to help connect their learning strength and improve their receptive and expressive skills. My vision of teaching enables me to become an excellent ASL educator for any individual or student to enjoy learning how to connect with Deaf Community through ASL.
Brown, D.H. (2007) Teaching by principles: An interactive approach to language pedagogy, (3rd Edition). White Plains, NY: Person
Education.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching (2nd ed). New York, NY: Cambridge
University Press.