Profession sign language teacher

Sign language school teachers educate non-age-specific students in sign language. They teach sign language to both students with or without special educational needs such as deafness. They organise their classes using a variety of lesson materials, work interactively with the group, and assess and evaluate their individual progress through assignments and examinations.

Personality Type

• Social / Artistic
• Social / Investigative

Knowledge

• Hearing loss

  The manifestation, causes and symptoms of hearing impairment, which is the partial or total inability to hear.

• Language teaching methods

  The techniques used to teach students a foreign language, such as audio-lingual, communicative language teaching (CLT), and immersion.

• Hearing disability

  Impairment of the ability to discern and process sounds naturally.

• Sign language

  A system of communication using visual gestures and signs, used by hearing impaired individuals.  

• Communication disorders

  The malfunction in a person's ability to comprehend, process and share concepts in various forms, such as verbal, non verbal or graphical during language, hearing, and speech communication processes.

• Special needs education

  The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Communication related to hearing impairment

  The phonologic, morphologic and syntactic aspects and characteristics of human communication for individuals affected by hearing impairment.

• Special needs learning equipment

  The materials used by a special needs teacher for training students with special educational needs in their classes, more specifically tools such as sensory equipment and equipment for stimulating motor skills.

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

Skills

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Teach languages

  Instruct students in the theory and practice of a language. Use a wide range of teaching and learning techniques to promote proficiency in reading, writing, listening, and speaking in that language.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

• Teach sign language

  Instruct students with hearing impairments in the theory and practice of sign language, and more specifically in the understanding, use, and interpretation of these signs.

Optional knowledge and skills

Source: Sisyphus ODB