Instructional Approach These are methods of interaction that we’ve found to be most effective in with our students: Approach individuals without preconceptions. It’s almost like a channeling experience in which you leave your ego at the door and open yourself up to each person. Treat each individual with great respect and let them introduce themselves to you. Everyone wants to be acknowledged. Let them share things about themselves. Encourage participation - get the students involved in the learning process. Break down the “fourth wall” that separates the teacher’s desk from the students. Keep them guessing and engage them. Avoid abstractions. Deal with the concrete. This doesn’t mean that the students can’t engage in imagination exercises, but the content needs to have relevance to their experience. Don’t always assume a common experience. While we all share some commonalities, each of us has a unique life. Remember the individuality. Give people time to process information and communicate back to you. Don’t rush them and don’t complete their thoughts for them. Show that you value each of them for what they are and that the teaching experience isn’t one of a master/slave or abled/disabled focus. Don’t approach them with the spotlight on their deficits, but rather celebrate their strengths. Use positive, people-first language, spoken in an enthusiastic tone. You’re glad to be with them so demonstrate that fact.

Instructional Approach

These are methods of interaction that we’ve found to be most effective in with our students:

•Approach individuals without preconceptions. It’s almost like a channeling experience in which you leave your ego at the door and open yourself up to each person.
•Treat each individual with great respect and let them introduce themselves to you. Everyone wants to be acknowledged. Let them share things about themselves.
•Encourage participation - get the students involved in the learning process. Break down the “fourth wall” that separates the teacher’s desk from the students. Keep them guessing and engage them.
•Avoid abstractions. Deal with the concrete. This doesn’t mean that the students can’t engage in imagination exercises, but the content needs to have relevance to their experience.
•Don’t always assume a common experience. While we all share some commonalities, each of us has a unique life. Remember the individuality.
•Give people time to process information and communicate back to you. Don’t rush them and don’t complete their thoughts for them.
•Show that you value each of them for what they are and that the teaching experience isn’t one of a master/slave or abled/disabled focus. Don’t approach them with the spotlight on their deficits, but rather celebrate their strengths.
•Use positive, people-first language, spoken in an enthusiastic tone. You’re glad to be with them so demonstrate that fact.