Colorado Quality Standard 2: Visuals and Voice Amplification
I present many visuals and wear a microphone during class. When presenting a new concept, I always ensure that my students have a visual on the board to refer to. The visual may be a power point, picture, sentence frame, or graphic organizer. This helps students know where we are when verbal communication is not sufficient. This practice also helps students that may have any sort of visual or hearing impairment. During every class I wear a microphone to ensure that all students hear my voice throughout the classroom.
Presenting visuals provides a predictable environment (Element A) and supports student learning of new vocabulary or sentence structure. Using a microphone during class ensures that all students can clearly hear what is being said, whether or not there is a hearing deficit (Element D). Presenting visuals daily and wearing a microphone is beneficial to all students and enables me to easily redirect students when they are off-task. Simply pointing to the page number, picture, or sentence frame can help students remain on task and learn to the best of his or her ability.
Presenting visuals constantly and using a voice amplification system have only enhanced the learning experience for my students and myself. I did not start wearing the microphone until I had a student with a hearing deficit, but have noticed that the amplification helps all students. While utilizing the voice amplification system I never have to yell, which is beneficial for the classroom environment, morale, and my vocal chords! Visuals are always helpful for second language learners, but I have started to implement more visuals into general education classrooms and am encouraging all of my colleagues to incorporate more visual support for these students.
Presenting visuals provides a predictable environment (Element A) and supports student learning of new vocabulary or sentence structure. Using a microphone during class ensures that all students can clearly hear what is being said, whether or not there is a hearing deficit (Element D). Presenting visuals daily and wearing a microphone is beneficial to all students and enables me to easily redirect students when they are off-task. Simply pointing to the page number, picture, or sentence frame can help students remain on task and learn to the best of his or her ability.
Presenting visuals constantly and using a voice amplification system have only enhanced the learning experience for my students and myself. I did not start wearing the microphone until I had a student with a hearing deficit, but have noticed that the amplification helps all students. While utilizing the voice amplification system I never have to yell, which is beneficial for the classroom environment, morale, and my vocal chords! Visuals are always helpful for second language learners, but I have started to implement more visuals into general education classrooms and am encouraging all of my colleagues to incorporate more visual support for these students.