[nobe-l] [nobe-l independence was lesson plan presentation
Anita Adkins
aadkins at atlanticbb.net
Fri Nov 16 13:59:46 UTC 2012
Ok, I'm about to open a canof worms so to speak, but I've always thought
about this and thought if it would be good if it were said somehow. When I
recently interviewed for a teaching position, which I shall begin here in
December, one of the interview questions was what were my weaknesses? Well,
I'm stubborn, but I forgot about that one at that time. Smile. Another
question was what was my strengths. And, one of my greatest strengths, I
feel, is my ability to motivate others. So a question for us all might be
what is the best way to motivate other people into believing and acting how
we act as blind people and as an organized group of blind individuals? My
answer to that question is to walk over to the person's side and take them
by the hand and lead them to our side. To do that, we have to first listen
to their opinion, acknowledge we've heard, share any points we agree on, and
then say "Now, let me tell you how I feel or what I believe and why."
Sometimes, we have to actually do whatever task it is their way, in fact,
most all times we have to do it that way because we can then claim we are
experienced. I promise this does have to do with blindness. I've heard it
said many times that the NFB is very radical. People feel that way because
none of us, me included, likes for others to tell us what to do or how to do
it, and it seems the NFB seems to say do it this way or you are wrong. Like
in this case, use no assistance or you are proving all those stereotypes
about blindness and telling everyone we are helpless and incapable. Or, use
the straight cane because it is better than the other kind, mo matter what
you think. So before I continue, let me say that I do not think everyone in
the NFB is this "radical." Also, I believe that if we want others to see
that blindness is only a characteristic and that the blind can be happy and
productive, contributing members of society, then we have to make an effort
to demonstrate to them our capabilities. To do this, we start with those
around us by acting in a way that is independent, meaning that we do for
ourselves the same types of things that sighted folks do for themselves. In
this way, we prove by action that we are capable. And, if we pass someone
not in that circle, we teach them when time and occasions is appropriate in
the same way. If we don't or if we continually accept too much help in such
a way that it becomes a habit, then we prove the stereotype that blind
people are helpless. One person alone may not be able to change the mind of
one sighted person. They need to see multiple blind people accomplishing the
same task a sighted person would also do without assistance. For example, my
English teacher in college was impressed with my ability to do things
independently and to write. I suggested to her that all blind people, just
like the sighted students, were capable of the same tasks, and she still
thought I was an exception to the rule. She'll only change her view if she
happened to be around me long enough to recognize that I was capable and
that I was just using alternative techniques she now could learn about and
understand or if she saw a large enough number of blind people in her time
doing the same thing. So one answer to our challenge of convincing society
that the blind are capable might be to teach children in schools and
educators about these alternative techniques. Another answer is to do things
independently if we want to use that word to have a term to describe our
doing alone a task a sighted person would also do alone since being
independent proves we are capable. Also, let me take a moment to say that I
believe learning those alternative techniques is crucial no matter when a
person becomes blind. So this means attending a training program, whether it
is a center for the blind or a program developed within the education
system, where these alternative techniques combined with a positive
philosophy of blindness is critical for all blind/low vision individuals.
And, when doing so, I believe it is essential for students in blindness
training to be overindependent, a term I use because I believe it is
necessary to develop the habit of being independent and because students
don't often think they can do something unless they do it. Sorry for the
long email, but I had to clarify my point that we, as blind people, need to
be independent since this is a reflection of our beliefs about our own
blindness. And, our actions teach others about our blindness or confirm for
them what they already believed, whether that is positive or negative. My
main reason for writing this email though is that I think sometimes this
goal of proving the blind are capable of being happy and productive is
hindered by the blind themselves, including by some of those who are out
there being independent. They are very well showing the blind are capable,
but aren't some of them also, the ones who tell us that we must do something
a particular way or use a particular tool or else, also not pushing away
some of our blind brothers and sisters so that they refuse to learn those
alternative techniques or be independent? To clarify, let me tell you that I
have met people, some in ACB and some just plain blind folks, who are
opposed to the NFB because they either feel as if they are being told what
to do and aren't interested in that or because they feel as if they are
always taking a test and might not surpass the tough expectations of the
NFB. In other words, sometimes fear or stubbornness keeps them from our side
of how to do things as a blind person. But, it doesn't need to be that way.
We could listen to them, try or share our experience of how we have tried
their method and why we agree or disagree with it, and then tell them what
we believe and why we believe it. I've try it; it works! So, in my opinion,
let's stop telling them they are wrong and start listening from and clinging
to what they do that does work for the blind, and at the same time, develop
a relationship with them so that they, too, are out their proving we are
capable and happy and productive members of society. Now, when you see me
and my folding cane somewhere, you might understand that I am using it for
the cause, to meet some reluctant cane travelers in the middle and then to
convince them to come over and just try the straight cane; after all, if
they try and fail, they can always turn back to their other way of doing it.
Smile. Or, I'm just using it because this is America, and I do havve freedom
of choice and because I feel it is safe and effective for my purposes. Have
a great day, and please forgive me as this is really a rough draft of maybe
what I should really be writing on the Blindness Blog, which I need to start
up again. Anita
-----Original Message-----
From: Elizabeth Anderson
Sent: Friday, November 16, 2012 6:47 AM
To: 'National Organization of Blind Educators Mailing List'
Subject: Re: [nobe-l] [nobe-l independence was lesson plan presentation
Well said, Anita. I spoke with someone on this list and got some ideas for
doing what I need to a little differently than what I was doing them. I
have to tweek some things a bit, but I will let you all know after Tuesday
what I did and how it all turned out.
Incendentally, I would like to refer you all back to the speech "The Nature
of Independence" given at the Dallas convention in 1993 by Dr. Kenneth
Jernigan. It helped me to go back and listen to that speech.
-----Original Message-----
From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Anita Adkins
Sent: Thursday, November 15, 2012 2:29 PM
To: National Organization of Blind Educators Mailing List
Subject: Re: [nobe-l] [nobe-l independence was lesson plan presentation
Hello,
Here is my opinion for what it is worth. Smile. There is no one alive who is
completely independent, no matter their challenges or talents. We all depend
on others, and even the blind must do the same. So, with that said, an
independent teacher does not exist, sighted or blind. Interdependence where
teachers, and regular citizens, rely on each other is really what makes for
efficiency and effectiveness. In saying that, I believe that the blind are
seen as more on the independence side of the interdependence equation if
they are carrying their fair share of the load of work and teaching about
blindness when appropriate occasions present themselves, meaning most all
the time during a new job and then relaxing to that normal level after
proving their abilities. I point this out because as blind people, and I am
also talking about me, it is sometimes easy to become in the habit of
allowing others to do things for us that we can effectively and efficiently
do for ourselves. The habit, therefore, is what we should beware of. It is
certainly okay to accept assistance from others; sighted people also do it.
The habit point is reached when we begin doing it too much or when we ask
for help out of fear or lack of confidence. So I agree with Elizabeth in her
earlier email. She has previously demonstrated her capabilities. Her goal in
presenting this lesson plan isn't to teach about blindness, but to present
her lesson plan. There is a time to teach about blindness, and I agree it is
annoying because it seems we always have to do that. Also, I can understand
why we should be more on the independence side because our actions confirm
negative stereotypes, even if we only do them one time. But, living life
means deciding how much of our life we use to teach and correct
misconceptions about blindness and how much of it we decide to live as
"normal" persons since we are a part of normal society. So in a nutshell, it
is ok to ask for assistance, even sometimes just because we are lazy. But
beware of doing this around those who need to know you can successfully and
effectively accomplish whatever goal. So as a teacher, strive for greater
independence than you might at home, for instance. And, if you do decide to
ask for assistance, make sure you also assist the other teacher in some way.
Also, I think it is great to have the students be interactive. They need to
see the blind successfully accomplishing tasks so they develop a positive
philosophy about what the blind can do, but, just like sighted teachers
should do, have them manipulate technology and other aspects during learning
as it helps them to retain information. And, I promise that's where I'll end
for now. Anita
-----Original Message-----
From: Arthur
Sent: Thursday, November 15, 2012 11:16 AM
To: National Organization of Blind Educators Mailing List
Subject: Re: [nobe-l] [nobe-l independence was lesson plan presentation
This brings up an interesting question. What does it mean to be an
independent classroom teacher? Thoughts?
Arthur,
NOBE Board Member
Sent from my iPod
On Nov 15, 2012, at 8:22 AM, "Elizabeth Anderson"
<e.f.cooks at aggiemail.usu.edu> wrote:
> Hi, Ashley.
>
> You are correct, the PC in the classroom doesn't have JAWS on it and I
> have been hooking up my own equipment for the last three lessons, an
> so I think at this point, I have proven my ability to solve the
> problem of how I myself might present the lesson. Now, I'm trying to
> concentrate on classroom movement and delivey. Besides, the
> presentation time for the lessons is getting shorter, and it takes
> almost as much time to set up and load my file as it does to present.
> There are a couple of people on this list who think that they must not
> rely on anyone under any circumstances, and that kind of mentality is
> both arrogant and dangerous. I think that sometimes you have to
> concede and realize thet interdependence is necessary sometimes.
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Ashley
> Bramlett
> Sent: Wednesday, November 14, 2012 8:07 PM
> To: National Organization of Blind Educators Mailing List
> Subject: Re: [nobe-l] lesson plan presentation
>
> Hi Elizabeth,
> I am not studying to teach as I got discouraged from that in my
> undergrad degree. Which subject do you want to teach? In an increasing
> multi culture setting, we need foreign languages for our workforce.
> So, I imagine your classes will be popular.
>
> As to your question, I agree with you. Given you have limited space,
> time and flexibility in the environment, I think asking someone to
> turn slides isn't a big deal. As you said, you want to assure that
> people see you and have a smooth presentation.
> Also, I suppose you do not have jaws on this pc you need to interact
> with to turn slides.
> I see what people are saying about independence, but I believe we have
> to be interdependent on people sometimes to let our abilities shine.
> In this instance, you have a limited time for the presentation; you do
> not want to worry about the technology or where you are standing in
> relation to the board. You want to focus on delivering your
> presentation.
>
> When you teach I'm sure you will be independent by setting up your
> equipment or finding other means to present rather than a projector.
> For instance, handouts or transparencies.
>
> Good luck.
> Ashley
>
> -----Original Message-----
> From: Elizabeth Anderson
> Sent: Wednesday, November 14, 2012 9:44 PM
> To: 'National Organization of Blind Educators Mailing List'
> Subject: Re: [nobe-l] lesson plan presentation
>
> I'm very glad for you, but this is a classroom setting in which I have
> no control. Iam literally stuck in a corner between the desk and the
> white board. I am not assured that people can see me, and I think I
> need to adapt the situation accordingly, don't you think?
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Brandy
> Wojcik
> Sent: Wednesday, November 14, 2012 6:45 PM
> To: 'National Organization of Blind Educators Mailing List'
> Subject: Re: [nobe-l] lesson plan presentation
>
> I'm just telling you that 5 minutes or 50 you need to get your degree
> the same way other people get their degree. I never had an
> accommodation special to me, and when I graduated I had 2 teaching
> offers. I was in the school paper, and did many talks for people
> earlier in the program. One day you will need to do a 5 minute talk in
> a staff meeting and it wouldn't look good if you couldn't do it.
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Elizabeth
> Anderson
> Sent: Wednesday, November 14, 2012 8:36 PM
> To: 'National Organization of Blind Educators Mailing List'
> Subject: Re: [nobe-l] lesson plan presentation
>
> But the thing is, the presentation is only five minutes long. I'm not
> doing an entire lesson, so it's not realistic.
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Brandy
> Wojcik
> Sent: Wednesday, November 14, 2012 6:02 PM
> To: 'National Organization of Blind Educators Mailing List'
> Subject: Re: [nobe-l] lesson plan presentation
>
> You need to do the whole thing. If you want people to think you can
> teach on the same playing field as them you need to do the tech. You
> are going to have this same problem in the classroom so you should
> start now.
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Elizabeth
> Anderson
> Sent: Wednesday, November 14, 2012 7:13 PM
> To: 'National Organization of Blind Educators Mailing List'
> Subject: [nobe-l] lesson plan presentation
>
> Okay, everybody, I have an interesting dilemma, and I want to get an
> opinion. I am taking a teaching methods class for teaching a foreign
> language and each student is tequired to present a lesson plan.not the
> entire lesson, just about five minutes or so, just giving a summary of
> the lesson and the activities and that sort ofthing.
>
> As part of the lesson, the class must see on the projector the lesson
> while the student talks about it. I have been watching other students
> move back and forth from the computer as they operate it and then move
> so the other students can see better and talk. Do any of you see
> anything wrong with me having another student operate the computer so
> that I don't feel so confined when I set up my own technology and so
> that I have that freedom of movement and so that I am assured that
> others in the room can see me?
>
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