American Action Fund for Blind Children and Adults
Future Reflections Fall 2019 TEACHING
Victory Dance: Reversing the Roles of Teacher and Student for a Day
by Treva Olivero
Reprinted from www.pdrib.com
From the Editor: Treva Olivero holds a Master's in Education from Louisiana Tech University with a certification in teaching blind students (TBS).
A few months ago, I was teaching the Braille code to a kid, and every time she got an answer right, she gave herself a round of applause. I've always heard the expression "cheering yourself on," but this child really practiced it! I don't remember the exact circumstances, but all of a sudden she ran around the table twice and sat down. This was more than a round of applause! I think it was her victory dance!
I was startled, but what she did next surprised me even more. This six-year-old sat down and continued as though she'd been in her seat the whole time. It hasn't happened ever again, but it sure brightened my day to see a kid cheer herself on that way!
I had that experience while I was working as a paraprofessional for another teacher of blind students in Louisiana. I think that we struck a balance that I don't see happening in many classrooms. We were always the adults in charge, of course, but we helped our students celebrate their achievements in fun ways.
A few days after she ran around the table, the same student came in and asked me, "Can I be the teacher?"
I knew she thought that she was teaching me, but of course the experience was reinforcing the concepts we had been working on together. In other words, she was learning the dot positions and Braille signs by teaching them to me. Heck, she was even applauding me for doing a great job—unless, of course, I (purposely) got the answer wrong!
"What's the sign for WH again?" I'd ask, and she'd answer, "Dots 1 5 6."
A few times I would ask her, "Can you please write it down for me? I don't understand what you're saying." Away she'd go on the Perkins Braille writer with a renewed sense of excitement!
I hadn't planned on this teachable moment coming up, but we still did the instruction. We just reversed the roles for a full class period.
My tenure at the Institute on Blindness at Louisiana Tech taught me that we teachers have to be flexible . . . to a point. When the student came in the next day and asked to be the teacher again, I knew that we couldn't do that every day. However, when you seize these moments you can help kids get motivated to learn.
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