Daniel Greene

Tag: teaching

Education, teaching, training

  • Workshops in Minnesota, November 2012

    Hi, Minnesota! I’m Daniel Greene, and I’m going to be in Minneapolis – St. Paul the weekend of Friday, November 9th and Saturday, November 10th presenting two workshops. The first one, on Friday night from 6pm to 9pm, is about fingerspelling and pronouncing foreign names and words. It’s fascinating all the different spellings and sounds there are in different languages, and in America, in the English language, we have so many sounds from all over the world. And we’ll be talking about spelling rules and sound systems. (more…)

  • RID V conference recap

    RID V conference recap

    Registry of Interpreters for the Deaf Region V Conference 2012

    Last week, I attended the Registry of Interpreters for the Deaf Region V Conference 2012 in Honolulu, Hawaii as a participant and presenter. I had a great time learning, teaching, networking, and playing. Here’s a recap of my experiences during the conference. (more…)

  • A new video for the teaching of ethics & professional practice

    My classmates and I in Western Oregon University’s Master of Arts in Interpreting Studies & Teaching created a scenario for the teaching of ethics and professional practice. In this scenario, (more…)

  • Teachers are particularly beset by the temptation to tell what they know.

    Teachers … are particularly beset by the temptation to tell what they know. … Yet no amount of information, whether of theory or fact, in itself improves insight and judgment or increases ability to act wisely.

    —Charles Gragg, “Because Wisdom Can’t be Told,” 1940. In Wiggins, Grant; McTighe, Jay. Understanding by Design (Expanded Second Edition). Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2005. p 227. Retrieved from http://site.ebrary.com/lib/westernoregon/Doc?id=10081770&ppg=239

  • Meditations on master’s degree

    I meditated this morning and remembered:

    • I’m getting my master’s degree so I can teach at a university. That’s my “dream.”
    • I teach because I want to make a positive difference in people’s lives.
    • I sometimes forget my dream and my homework feels like an obligation.

    Last night, I watched GCB and they were talking about their dreams: what gets them up in the morning, gets them excited about life, makes them feel like they can make a difference, gets them through the day. I remembered that’s how getting my master’s degree should feel. We go into school thinking, “I want to do this!” and then, once we get there, we say, “I have to do this (homework, project, reading, writing, test, practicum, etc.).”

    My affirmation now is that I am excited about my dream to teach interpreting in an advanced degree program that makes a difference in the lives of interpreters and the people who use interpreters. I am the one who chose to be in school; this is my choice, not an obligation. I am eager to get up every morning and prepare myself to fulfill my dream.

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