Since a constructivist classroom would consist of more social interaction than lectures, it would be important for the student to be actively engaged in the classroom. As an interpreter, I would try my best to convey every possible idea that was spoken. This is hard to do when everyone in the class is talking all at once. The only thing I would ask the teacher, is to try and make everyone raise their hands. This would help to ensure that every message was being interpreted. Also, if this were in a younger classroom, such as lower elementary school, I would encourage the child to participate in the discussion. Because they might have a lower language, and think they are different, some deaf students need a lot of encouragement to participate in class. Since the constructivist classroom would more than likely consist of more hands on tasks and group activities, this would give a great opportunity to the deaf student to interact with peers. Because the interpreter is usually the only one in the classroom who signs, they are usually the only ones who interact with that student. In this type of classroom, the students would probably be more inclined to learn how to communicate with the one who is deaf. Also this would give good authentic experience to the deaf student on how to communicate with people who do not sign.
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Since the constructivist classroom would more than likely consist of more hands on tasks and group activities, this would give a great opportunity to the deaf student to interact with peers. Because the interpreter is usually the only one in the classroom who signs, they are usually the only ones who interact with that student.
ReplyDeleteI mentioned that in mine too. I personally think a constuctivist type of classroom would be most beneficial for deaf students. In a way it would force them to participate, which could be hard at first, but in the long run I think would help them interact with others. I think it would probably be the hardest and most stressful type of classroom for us because of the little of control (control and demand for interpreters) we have in those situations but the best for the student.
I definitely agree with both of you. I do think the most important thing that would make this really work for the deaf student would be the other students learning some signs. This could also help the interpreter when trying to assist in communication.
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