Podcast
Questions and Answers
What is a key component of spontaneous communication and self-reliance that should be fostered in students?
What is a key component of spontaneous communication and self-reliance that should be fostered in students?
- Self-correction skills (correct)
- Spontaneous signing
- Overdependence on the teacher
- Continuous teacher assistance
How can a teacher help strengthen a student's self-correction skills?
How can a teacher help strengthen a student's self-correction skills?
- Prompting the student to repeat incorrect signs without intervening (correct)
- Preventing the student from repeating signs
- Correcting every sign for the student
- Ignoring all incorrect signs
What method can be used to prompt a student to repeat poorly executed signs?
What method can be used to prompt a student to repeat poorly executed signs?
- Provide no feedback
- Reward every attempt
- Show physical affection immediately
- Sign and say 'Again' (correct)
How should a teacher react to a student's repeated attempts at self-correction?
How should a teacher react to a student's repeated attempts at self-correction?
What should a teacher do to reinforce a student after producing complete signs?
What should a teacher do to reinforce a student after producing complete signs?
How should a teacher respond to sign approximations from a student?
How should a teacher respond to sign approximations from a student?
What is the purpose of asking the student to repeat the correct sign by signing and saying 'Again'?
What is the purpose of asking the student to repeat the correct sign by signing and saying 'Again'?
What is the purpose of providing negative feedback by saying and signing 'No'?
What is the purpose of providing negative feedback by saying and signing 'No'?
When a student engages in pre-completion switching of signs, what does it indicate?
When a student engages in pre-completion switching of signs, what does it indicate?
Why is it important to focus on the object presented when teaching a student multiple signs?
Why is it important to focus on the object presented when teaching a student multiple signs?
What is the purpose of rewarding a student immediately after a pre-completion switch?
What is the purpose of rewarding a student immediately after a pre-completion switch?
How can the use of 'No' as negative feedback aid in teaching sign language?
How can the use of 'No' as negative feedback aid in teaching sign language?
What should you do after the student produces a complete sign and you give him the desired object he has requested?
What should you do after the student produces a complete sign and you give him the desired object he has requested?
Why is it advised not to model the sign after every correct sign by the student?
Why is it advised not to model the sign after every correct sign by the student?
What is the key criterion for mastery of the student's first spontaneous sign according to the text?
What is the key criterion for mastery of the student's first spontaneous sign according to the text?
Why is it important to support and extend a student's early spontaneous signing?
Why is it important to support and extend a student's early spontaneous signing?
What does the text suggest regarding reinforcement phrases during sign lessons?
What does the text suggest regarding reinforcement phrases during sign lessons?
When should you prompt a student through an approximation to a correct sign?
When should you prompt a student through an approximation to a correct sign?
