Jul
11

Connect. Elevate. Celebrate.

PATINS-Project--ECET2DeafEd-Presents_ PATINS Project & ECET2DeafEd Presents: Summer Book Club Indiana Teachers of students who are deaf/hard of hearing

Connect. Elevate. Celebrate. 

That is exactly what happened this summer when 23 Teachers of students who are deaf/hard of hearing gathered online for this summer’s book club exclusively for Indiana educators for students who are deaf/hard of hearing. They got the chance to connect, elevate each other, and celebrate their talents and passions as educators through summer book club possible via a mini-grant awarded to PATINS Specialist, Katie Taylor (psst, that's me) with PATINS Project in Indiana from Elevating and Celebrating Effective Teaching and Teachers (ECET2) Deaf Education Central. ECET2 Deaf Education Central is a 4 state-wide group working hard to elevate and celebrate educators in the deaf education field.  

PATINS Project & ECET2DeafEd Presents: Summer Book Club Indiana Teachers for students who are deaf/hard of hearing


ECET2 stands for Elevating and Celebrating Effective Teaching and Teachers. It was born out of a desire to provide a forum for exceptional teachers to learn from one another and to celebrate the teaching profession. ECET2 is designed, led and facilitated by teachers, to inspire each other to become effective leaders inside and outside their classrooms. ECET2 seeks to realize a teacher’s potential by ensuring each convening aligns with its six key beliefs:
  •     Nurturing trust among teachers
  •     Focusing on each teacher’s potential for growth
  •     Inspiring both the intellect and the passion that drives teachers in their work
  •     Providing time for collaboration and learning
  •     Putting teachers in the lead
  •     Recognizing teachers as talented professionals
I wanted to be a part of this on-going effort because I have been a deaf educator for the past 9 years in Indiana. Working with 100s of students, school districts and those with the endorsement across the state it is apparent that those working in deaf education are worth the celebration. In a recent address by Dr. Nancy Holsapple, Indiana’s Director of Special Education, at the Indiana Deaf Educators and Educational Interpreter’s conference at the end of June 2019 she mentioned that Indiana currently has 53 active Teachers with the deaf/hard of hearing endorsement. It is a HUGE deal to connect these educators with one another and celebrate their effort and dedication to the field and the students of Indiana. Everyone has their "why" for teaching, but how often do you remember and reflect on it? These inspiring educators have dedicated their lives to bettering the lives of students who are deaf/hard of hearing. This book club was designed to remind the educators of their "why" and inspire them to make bring it back to their teaching this upcoming school year. ​​

As part of this book club, these teachers shared their "why" through the hashtag #whyIteachDeafEd




So, 23 of the 53 currently active Teachers of students who are deaf/hard of hearing from all over the state of Indiana participated in the summer book club. Take a look at this google map image of how far the book club reached this summer! 

google map image of where teachers are in the state of Indiana from the book club



They got to choose which book fits their interest.  6 were recommended: 
  • Educated: A Memoir by Tara Westover
  • Girl, Stop Apologizing by Rachel Hollis
  • Girl, Wash Your Face by Rachel Hollis
  • Outliers by Malcolm Gladwell
  • Start With Why by Simon Sinek
  • The End of Average by Todd Rose
They connected virtually via a padlet wall each week of June 2019. Weekly discussion questions for each book were posted using a padlet wall and email notifications. It was a great use of this platform that allows you to post comments, pictures, and videos as well as like posts. The posts were well received and many comments back and forth and appreciated the insight into the books that were being read. It was clear that the books chosen were valued and that a lot of thought went into what they were reading and how it connected to their personal and professional lives, more so their students that they serve. 

At the end of the month of June, the book club educators got the chance to meet online via zoom meeting room. This was a great way to end the book up and introduce themselves in a more personal, interactive way. One of the best parts was making plans for potential future meetups and then that next week to meet up at the Indiana Deaf Educator and Educational Interpreters Conference as well as potential ideas to continue this collaborative nature of the book club.  

Because of the book club, many got to meet up, informally, in person with their newly found connected educators at the Indiana Deaf Educator’s and Educational Interpreter’s Conference at the end of June 2019. It was so fun to meet the participants in person and hear how their book was helping them think of innovative ideas for their students for this upcoming school year. They were meeting other teachers that they had not met before growing their personal learning network. 

Lastly, each participant received mail with a certificate for their dedication to serving Indiana’s students who are deaf/hard of hearing and recognizing their years of service.  As well as a computer decal with the wording, “deaf educator”. Participants also received professional growth points for their participation in the book club through the PATINS Project. 

I am so excited to have gotten the chance to help connect, elevate, and celebrate our precious Indiana Teachers of students who are deaf and hard of hearing. Keep doing the amazing work in supporting the best possible outcomes for our students in Indiana! 

Please comment on your summer book selections and what you will take away from your reading to inspire your next school year with our amazing students. Don’t forget to take some time to remember your “why” as you refresh and look onto the new school year. 

Make sure to like and share the PATINS blog with your colleagues. Subscribe to this blog to receive notifications each time a PATINS/ICAM specialists posts a new blog.


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Apr
11

ISO: Someone Like Me

We all want a sense of belonging to a community, a family, a social group that we can feel a sense of identity. These social groups are where we base our identity. 

One aspect that educational practices may be overlooking is our students who may identify with being Deaf/deaf/hard of hearing/deafblind/hearing impaired. As a Teacher of students who are deaf/hard of hearing, it is part of our Expanded Core Curriculum to ensure our students meet and socialize with other students who are Deaf/deaf/hard of hearing/deafblind/hearing impaired. 


Students who are deaf and hard of hearing need to be around peers with hearing loss. They need to have positive deaf/hard of hearing role models who share the same and different modes of communication than themselves. If they do not have these positive experiences while growing up it may be hard of them to not have a sense of where they belong in the world, which social group they identify with and/or perhaps have a sense of social isolation at some point in their educational career.

In fact, did you know that some students growing up with hearing loss that has never met an adult with hearing loss think there is no future for them? How will they know that they can achieve anything that their minds allow them to dream up if we don’t show them how great others are. We have to provide an “end result” picture so they know they are fully capable to do the same or better.


My mother, Beth Fritter, grew up experiencing hearing loss as a hard of hearing student in the 1960s. She attended a private Catholic school in northern Indiana until 6th grade and then attended the public school 6th grade through 12th grade. I was fortunate enough to visit with her for a few days in her northern Indiana home during this year’s spring break. As I was asking her what it was like to grow up in the 60s in the private and public schools with hearing loss, she described what the learning environment was like for her. She talked about large class sizes of about 50 students in one room per grade, desks in rows, and strict rules regarding no speaking, eyes forward, and material will be taught one time with little to no interventions to help students keep up or catch up. She also never received services for specialized instruction or technology for her hearing loss. She recalled having a few good friends that would repeat conversations for her or try to include her. She still hasn’t met anyone else that grew up like her with hearing loss and she just turned 60 this year.


Katie and her mother, Beth Fritter


Have you ever heard the saying, “You don’t know what you’re missing?" My mom just recently received her first set of hearing aids a few years ago. She recalled after getting her hearing aids fitted and taking them home that one morning she woke up and looked out the window she said she SAW that it was raining outside. She then put her hearing aids in and she could HEAR that it was raining. Without her hearing aids, she would have missed that everyone else could hear that was raining without looking out the window. Can you imagine what else she could be missing out on just simply because she wasn’t aware without her hearing aids? Think about our students in the classroom. When we simply ask if they heard us and they say, “yes.” They may not know that they, in fact, did miss something because we really “don’t know what we are missing.” It is best to instead ask, “What did you hear?” or “What will you do next?” to see if our students missed something and need something restated or clarified.


Can you imagine the impact on my mother’s life if she would have gone to a program with other students experiencing the same thing as her or even just got to meet one other student like her? The picture below is from a new popular book, El Deafo by CeCe Bell. The book is a personal account of what her childhood was like with her hearing loss. The picture below is a representation of what a class looked like for the author, CeCe. You may also notice what the hearing devices looked like back in the day! What a difference compared to today, huh? 


picture of six classmates with hearing aids sitting in a circle on the floor. text on picture:                                                                                                     
It should also be noted that it is best practice to be around typically developing peers in a language-rich environment for the best possible outcomes in language development regardless of the mode of communication.

pictures of classmates taped to the wall with names written by them. text on picture,                                                                                               

Give our students who are deaf/hard of hearing/deafblind/hearing impaired a sense of belonging with providing times to interact and engage with peers just like them.

What can we do as parents and educators if our student is the only student with hearing loss in the area?  

Here are a few ideas:
Camps in Indiana for students who are deaf/hard of hearing:
Other ways to connect:
  • Zoom DHH Buddies program connecting students with hearing loss across the state through technology
  • Indiana Hands & Voices Parent Guides Events around the state
  • DHH Students Facebook group
  • Introduce books with Characters/Authors who are D/deaf/hard of hearing/deafblind/hearing impaired - Check out my list and add your favorites!
Please comment below if you have more resources and/or suggestions to connect our students who are deaf/hard of hearing in Indiana. We would love to hear from you! Make sure to “like” and share this blog with your educational teams!
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Jessica Conrad
Great blog! I love all the resources, which made me thumb through the Expanded Core and I love how the expectations of self-advoca... Read More
Thursday, 11 April 2019 09:50
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Jan
10

Teacher, Wash Your Face

Thanks for sharing the lies you used to believe and found a way to dismiss, Rach! Have you heard of Rachel Hollis? She published a book this year that has gone viral called, “Girl, Wash Your Face: Stop Believing the Lies About Who You Are So You Can Become Who You Were Meant to Be.” Have you read it? If you haven’t, I recommend the great and easy read!

Katie holding Girl, Wash Your Face book.

Now, it's our turn to share and help others dismiss the voice inside their head. One lie that I used to believe for a long time is the one regarding age. Growing up we all experienced those moments when our parents told us, "You can when you're older," or "You’ll understand when you're older". Leaving you to always long for just the right moment “when you're old enough” for whatever it is.

Now that I am older, it has morphed in my professional career that has left me longing until “I have enough experience to write that book, or present on that topic, or to do exactly what I think I have always been meant to do". Always being told that you need to “put in your dues” and then it will be your turn. Suddenly, I realized that I am longing to do the things of the “experienced” and waiting for “someone” to tell me “it's time”. Do you find yourself waiting for permission or asking for someone else’s approval for that gutsy move to get ahead in your career? One of Rachel Hollis’ quotes from the book is,


“No one can tell you how big your dreams can be.”

We all seem to care a little too much about what others are going to say. The truth is if we wait for these moments, we may be waiting our whole lives. Another favorite quote:

“Someone else’s opinion of you is none of your business.”

So, what have you been waiting to do?

Maybe you have been waiting to integrate Universal Design for Learning (UDL) and technology into your classroom or program? PATINS Specialists are standing by for your email or call for on-site consultation and our *no cost* PATINS Tech Expo is coming up on April 4th to help connect you with the right tools, know-how, and inspiration to make your ideas a reality! Your time is now! Don’t wait to contact us and let us know how we can support you today! {Free Registration for Tech Expo opens soon!}

Don’t forget to like, comment and share this blog and the Tech Expo with your fellow teachers!

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Sep
27

Can You Floss?

No, I am not talking about the kind of flossing of your teeth, but one of the new dance crazes brought to us by the popular video game, Fortnite, called “Flossing”.


Have you tried this new dance craze? It looks simple enough with swaying your hips and moving your arms to side to side. However, I have found that it’s a little harder than it looks. After having my college brother-in-law try to teach me how to “floss” move by move, we found out there must be a generational difference in dance move skills! I was still clueless.

I looked something like this (it's okay to laugh with me):                                                                  GIF girl attempting floss danceUntil I caught a step by step tutorial on TV by someone of *cough* my generation I wasn’t able to feel confident I was able to do the fun and simple dance.

With some practice you might look something like this (it's okay to STILL laugh with me!):

GIF girl slowly floss dancing

Ever feel the same with teaching? With Pinterest, Twitter, Instagram and Facebook we see everyday what other teachers are doing in their classrooms. It looks easy enough but then a feeling of overwhelm seeps in. How do we learn how to do #ALLTHETHINGS with great purpose and intention and do them well?

My suggestion is to try to take a step back, deep breath and take #onething at a time. Sometimes we have to be reminded to take the same advice we give to our students every day. I think a lot of us go to the internet for help…mostly YouTube when we want to see how to do something. Did you know that PATINS has a YouTube channel called PATINS TV and also at-no-cost trainings either in person or virtually via webinar? You can even request a specific training from any of the PATINS Specialists that fits your specific needs. We are here for that step-by-step support to help you feel confident in your daily dance of teaching!

Here is my step by step for “flossing.” Try it with your students for a brain break!

Start with the hips:

picture girl pointing at hipspicture girl with arms straight out to left sidepicture girl with arms straight down by hips

picture girl with arms straight out in frontpicture girl with arms straight out to right sidepicture girl with arms straight down to right side by hips
Don't forget to comment and share your "floss" dance experiences with your students with us! 
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