Re: Improving my teaching approach and/or sensitivity

Charles Coe
 

I agree. This has gotten out of hand.

-----Original Message-----
From: Les Kriegler [mailto:kriegler@...]
Sent: Friday, February 5, 2016 9:39 AM
To: jfw@groups.io
Subject: Re: Improving my teaching approach and/or sensitivity

I was just about to ask the same thing, after over 100 messages on this topic. Enough already.

-----Original Message-----
From: Gerald Levy [mailto:bwaylimited@...]
Sent: Friday, February 5, 2016 7:21 AM
To: jfw@groups.io
Subject: Re: Improving my teaching approach and/or sensitivity


And what does this have to do with JAWS?

Gerald



-----Original Message-----
From: Angel
Sent: Friday, February 05, 2016 7:10 AM
To: jfw@groups.io
Subject: Re: Improving my teaching approach and/or sensitivity

I can learn much from your diplomacy. Thank you for teaching me.
----- Original Message -----
From: "Robin Frost" <robini71@...>
To: <jfw@groups.io>
Sent: Thursday, February 04, 2016 7:44 PM
Subject: Re: Improving my teaching approach and/or sensitivity


Hi,
Oh dear at the risk of getting flamed or other wise in trouble I must
respectfully disagree with that which I read below as it is stated.
While I think that doing so should be part of one's over-all training in
an effort to instruct the blind it might not be the sole criteria therein.
I'll keep it brief as this is straying from the perhaps defined parameters
of this list. However, I'd like to posit the following:
While I'm always impressed by those sighted individuals with whom I
interact over technological concerns who are willing to walk the extra
mile in my shoes as it were and embrace how to do things through the use
of access technology as we do in order to gain a fuller understanding I
also think it's incumbent upon me and in fact necessary for me to do so in
kind. For we will never fully escape the fact that we live in a very
visually oriented world and the more adept we become in navigating its
terrain and terminology especially the more technologically advanced it
becomes the more advantageous it'll be to our own productivity, efficiency
and well being.
I've known both sighted and blind instructors who were fabulous at their
given vocations and I've known both who had no business doing that which
they got paid to do. I've also known both who've given freely of their
time and talents from whom many have benefited.
So while we're all entitled to our opinions, likes and dislikes I hope at
least speaking for myself that I can both learn from, engage with and even
disagree with opposing points of view without needing to surrender
civility and courtesy. As with many things there's more than one way to
accomplish a given thing and my way might not be that which would be most
useful to anyone else and vice versa. but often there are helpful
terminologies and modalities which even if not regularly embraced by
choice can serve to help one cross boundaries and communicate with others
more effectively.
Happy learning and computing one and all.
Robin


-----Original Message-----
From: Ann Byrne
Sent: Thursday, February 4, 2016 5:42 PM
To: jfw@groups.io
Subject: Re: Improving my teaching approach and/or sensitivity

If it hasn't been said before, I will:
To learn how to teach JAWS, disconnect the mouse and turn off the screen.
At 03:53 PM 2/4/2016, you wrote:
On Thu, Feb 4, 2016 at 01:34 pm, Jean Menzies <jemenzies@...> wrote:
I agree with the poster that a more appropriate use of language here would
be to “select” something, etc. In other words, name the action/result,
rather than referencing it through sighted jargon.

Jean,

At this point I'm convinced that, on both sides [so to speak -
this isn't a battle, it's an exchange of ideas] there is some talking
past each other going on.

I will say this, then I am going to let it go. I often,
probably more often than not, say "select" something when that's what I
want someone to do. I do, occasionally, slip and say "click on"
something when I would generally say "select" in the context of tutoring.
It simply happens. I've been a classroom instructor, too, and you just
find yourself occasionally (and, in that situation, almost exclusively)
using the jargon of the majority, and when it comes to graphical user
interfaces that majority is the sighted and the jargon relates to what
they (I/we) do. I am, however, acutely aware of the context shift when
I'm doing private tutoring and adjust accordingly.

All I'm saying is that I think it's essential to teach my
students that should I, or anyone else assisting them, for that matter,
say "click on" something that this means "select" something. I'm not
doing anyone any favors by assiduously avoiding any incursion of the most
common computer use terminology because my student so happens to be using
a screen reader. I'm doing them a disservice if I don't make the
connection clear between what they will hear far more commonly and what
that means practically.

Now, from just what I've learned here, I'm actually shocked at
how few people have ever been formally taught about context menus and
their invocation via the right mouse click, whether one is using an
actual mouse or alternate input device to generate it. These menus are
things of beauty, and high efficiency, because they generally are:
* presented as true menus, which virtually every screen-reader user on
this forum has claimed they like best.
* present only the things that are possible for the object type you
have focus on (though there can be stippled out items if their actual use
is not possible given the confluence of circumstances at that moment).

And, finally, so that I can have people storming all over me
and decrying my breathing their air, it's about my making my students
maximally functional in the computer world, not the JAWS world, as far as
I'm concerned. That means making sure that they understand concepts that
others do one way that they will do another, but so that when that
concept is named that other way they absolutely know what that means
functionally to them. You can't, and shouldn't, expect to operate in an
assistive technology bubble.

Brian





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