PLE Group Differences

I thought the discussion was extremely interesting. All of the articles were very interesting and it was fascinating to see how related some of the articles were. The urban group were talking about a lot of the same things that our article talked about. As far as our personal discussion, it was good at first, but the discussion turned to the basics of ASL and deafness instead of the basis of the article. I strongly agreed with my article in that Deaf culture and ASL needs to be taken into consideration more when planning education. The little discussion we had about it, the class seemed to agree and were surprised to find out the truth. As I said before, the discussion turned to basics of ASL and deafness and it is always great for us to advocate for the Deaf and answer questions but I would have liked to focus more on the education and the articles. I did not have a chance to relate our own article to the other one and how it speaks about moral debt and separating certain groups because this relates to Deaf children all too well. This will affect my future practice because I will always be advocating for Deaf students and know that they learn differently and know that hearing teachers are making decisions for them. I will know that ASL is their first language and use that as the way to teach and model English as a second language.

PLE 401 Participation Evaluation

I believe my participation in this class would be 90/100. In class I always participated to the best of my ability. I actively participated in class discussions and group work. Tickets out the door were sometimes more tricky. When the questions were about what we learned and general thoughts, I had an easy time explaining my thoughts and feelings. When the questions turned to implementing what we talked about in our future classrooms, I really struggled and had no idea what to write. I would try to think of something that I would see as an interpreter but most of the time it was almost impossible yet I would still try to participate and come up with something. This was also the case with some of the PLE's all of them except one or two were easy and I had a good time relating them to interpreting and they definitely helped with my CSEL. But there were a few that were close to impossible for me as an interpreter so I would have to deduct participation points there. I missed two classes and started improving on showing up on time so I think this was actually an improvement compared to my mid-semester evaluation. I always did the reading and picking out quotes to talk about. This really helped me because I am not a teacher so I really needed the extra explanations sometimes. Overall, I have participated well and done my best to contribute as an interpreter.