Monday 3pm-4pm
This was my final week with this group, a group that has presented unique challenges, but who have collectively rolled up the old sleeves and got involved. Even the more hesitant, shy individuals have played their part and I am very proud of what they have achieved.
Certain individuals have demonstrated a natural ability and I can imagine several of them progressing to a much higher level of signing in the future, should they choose to do so.
What I have found to be of great interest, is hearing several students refer to deaf people they routinely come into contact with at work or at their college placements. They have found that just the few phrases they have picked up have already started pulling down barriers. Surely that is what it's all about!
What I have tried to emphasise throughout, is the need for the students to keep in mind the "How" to sign, rather than the "What" to sign. Vocabulary can be picked up at any time using various sources - phones apps, websites and text books. The harder skills to master from such sources are the techniques behind the vocabulary - Non Manual Features, Placement, lip patterns and the ability to free yourself and let more than just your hands do the talking.
Areas for improvement :
Six hours of learning is not long... Yet, I am wondering if a little more attention could be given to vocabulary the students want to learn, perhaps job or career specific. For example, if they are planning to work in the field of hospitality, we could spend more time learning vocabulary in line with catering for client needs, for example:
- Can I help you?
- Would you like breakfast?
- Do you have a booking?
I believe that my students enjoyed what they did, but improving the relevance can only help to increase the interest, make other students feel more involved and by extension create additional opportunities to use the new skills acquired in practical, day to day situations supporting the deaf community.
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