Review day is not for me to speed-teach everything we’ve learned.
Love it! Instead, The teacher writes homework section numbers on different places on three boards in the room and says:
Go to where you want to get or give extra help on those sections.
The teacher then walks around the room to keep students on task and help out where needed.
I’m stealing that!
1. It takes patience and creativity to sign with people who know little sign language.
I have a new respect for Deaf people who take the time to sign with ASL students. Having more respect for Deaf people and more creativity in how I express myself is making me a better Deaf community member.
2. I’ve been doing it wrong.
Well, maybe not wrong, but there are things I never knew, such as that Y is considered a down letter; that is, Y is made by tilting the palm downward. I’m sure this is not a hard and fast rule; in fact, I can see even on the Signing Naturally DVD the language models do not always sign Y that way. Still, I never knew it ever tilted down at all. Now I see it in the way I and other signers spell the lexicalized #style and #yes. I also never knew that the sign WHEN meant what day, not what time. Again, I’m sure this is not a hard and fast rule, but I never knew it was a rule at all. Those are just two examples of several. Learning how to refine my signing is making me a better interpreter.
3. Now I see what my students have learned.
Since many of the interpreting students and working interpreters I teach have learned ASL with the Signing Naturally curriculum, I have a better idea of what they were taught. Knowing what my students have learned is making me a better interpreter trainer.
I think VRI definitely has its place, but I dislike it when hospitals decide it is the only accommodation they will provide. Here is an editorial about it:
Bulletin: Rethinking VRI Video Remote Interpreting and the Reason 360 Translations Does Not Support It.
I am so proud of how my ASL students are doing with storytelling! They are retelling three stories from Signing Naturally: “Timber,” “Gum Story,” and “Gallaudet & Clerc.” I credit the language models, Joey Baer, Stefanie Ellis, and Tyrone Giordano; the authors, Ella Mae Lentz, Ken Mikos, and Cheri Smith; and myself for maximizing the curriculum to help my students learn.
In short, I am proud of my students, proud of myself, and thankful to the people who contributed to my teaching and my students’ learning. It is a great feeling!
I interpreted a media interview today that showed up on local news tonight. The event was the Arizona Deaf Festival, sponsored by the Arizona Commission for the Deaf and Hard-of-Hearing, and the Deaf man I interpreted for was Sean Furman.