ASL is a visual language that uses facial expressions, hand shapes, and gestural nuances in the body to convey meaning. Working as a teacher, I’ve witnessed many students struggle with the language because of their nerves. In a spoken language, we can somewhat mask our unease. But, with a visual language, anxiety permeates the body and becomes transparent. Nervousness can cause a student be reluctant to sign in front of others, and this can in turn impede the attainment of proficiency. Particularly during presentations or exams, students tend to feel sick, they repeat or forget signs, refrain from making eye contact, and worst of all, give up completely. I utilize positive reinforcement, patience, and understanding, but my experiences affirmed that I needed something more powerful than compassion to help my students thrive.
In the spring of 2014, I began use acupressure tapping exercises (often referred to as “Emotional Freedom Technique”, or EFT) to ease nerves. I incorporated laughing exercises and deep diaphragm breathing. Instantly, I noticed that my students were calmer. Truthfully, when I started introducing mindfulness to my classroom, many students were flabbergasted that such exercises were available in a modern language class. In fact, many of them laughed when I presented the techniques to them. Interestingly enough, that laugher assuaged their nerves and they became more relaxed. Consequently, they were so excited that their nervousness had subsided that they inquired about mindfulness techniques. Throughout the semester, they would ask me to do deep breathing, certain postures, or EFT training prior to exams and presentations. Every single student reported feeling more at ease to express themselves — finding that standing up in front of a class full of people was less daunting.
Gradually, I noticed that students scored higher on exams and presentations — increasing participation, memory and focus. Because ASL is visual, if eye contact is not maintained with the students or teacher, the information is lost. Conversely, in a spoken language, one could look down or look away and still retain the information. Thus, it is essential that students have the energy and the focus to be one hundred percent engaged. I noticed with these new mindfulness practices, students conveyed a subtle confidence which translated to being able to express themselves in ASL.
These practices have been implemented in a myriad of settings from a community college, high school, to a one-on-one private tutoring. Every single one of my students looks forward to and benefits from mindfulness techniques. Even those who are initially skeptical show interest in using them on a consistent basis. The beauty of these exercises is that they can be taken from the classroom and incorporated into everyday life. My students report that the tools they learn are helpful when they encounter the stresses of life outside of the classroom. The positive feedback I received has been a catalyst for me to share the tools and practices of A to Z Mindful Education with the teaching community at large, so they, too, can help their students succeed.
Let’s collaborate on successful techniques that help us lead our classrooms to be the best they can absolutely be. Please share your thoughts on the Blog section of the website. For students individual experiences with mindfulness and ASL education, please look at the testimonials.