Simulations and Reading

This week I did my stuttering and learning disability simulations. I decided to do the learning disability first because it seemed a little less daunting. I went to the post office to send a package. The process of trying to speak was really interesting. It was so much more of a process and so much more complicated. I started by trying to ask the post office lady something but I kept accidentally using the "l" and "n" sound which made me more tense and stuttered. One patron helped me with the question I asked the postal worker and I couldn't think of a way to say "Thank you" so I said other round-about phrases and expressions to express pleasure. I also complimented her baby to help compensate. The lady in line at the post office showed some of us a picture but by the time I thought of what to say the moment had past. I noticed myself getting quite during the experience. I planned what I would say to the other post office man, but the whole conversation was really awkward. Unreplaceable words like "when" "also" "and" "no" were off-limits. For "no" I said "It's ok."My conversation was really vague and round about. I didn't want to look him in the eyes.

I then went to Broulims where I tried to ask a worker more than one question but they were so fast and efficient in answering my questions and directing me to the right place that I just decided to ask multiple people where things were. For one worker I asked where, "the chips and dip" were. Since I could use "and" I made mumbling filler sound. In fact, I ended up using a lot of filler sounds and noises either to compensate for what I couldn't say or because I was nervous. I use a lot of "ums" and "uhs" and "ahs." I couldn't ask a worker where the salsa was so I asked if he knew where the 'Pace' (its a salsa brand) Pica was. I pretended I didn't couldn't remember the last part of the wor was because it had l's in it. The worker guessed I meant pica de guillo and led me to the fresh pica. However, this wasn't the place I was looking for, but I acted happy (I knew where the salsa was though so it didn't matter). In the check-out line I thought I'd try asking the lady about renewing my Broulims card and getting a roll of quarters. I had to get creative when asking for the roll of quarters and she still needed to guess what I was thinking.

I then went to the library for my stutter. By the look of the front counter woman's face she was slightly confused at first and then her face shifted and she became pleasant and showed me where the parenting books were. I asked the woman at that section of the library if she knew where the parenting books were. She seemed a little more odd about my stutter, possibly because I don't have the gift of acting, maybe because she took the class, but most likely I was just reading her wrong. I asked her some other questions like where to put the books when I'm done and if I needed to be a resident to get a library card. I then went back to the front desk to ask the front woman about the library card and told her I would come back. They seemed more at ease with what I said over time. In the mini-bookstore I had to be quiet during this one woman's comments (luckily she was mostly talking to someone else) and just make affirming noises because it was a struggle to think of what to say that was appropriate.

After that I went to Taco Bell. I hope the person at the front guy didn't recognize me because I have been to Taco Bell before (luckily I'm graduating this semester so I don't have to run into any of these people again). Either way, I asked questions about my order and the guy was pretty nice. He too seemed to make slight shifts in our conversation. I later asked what his preference was between the two desserts and made a slightly funny comment at the end but it came out more mumbled and backhanded so he didn't respond. 

After this experience I definitely see why some of those people I have known with special needs have been more quiet, reserved, and didn't look at people during in their conversation. It took significant mental effort to speak, saying the right thing and not being misunderstood was always a concern, and I feared being judge. I definitely would prefer having a stutter to having a learning disability because I feel I would be less misunderstood. The disability is obvious and less misconstrued as other things. In fact, I found myself more comfortable stuttering because I didn't have to worry about using the wrong words. I was free to say what I want. I definitely feel more for those who have those struggles.

      Chapter twelve touched on positive behavior guidance (PBT). As skilled we may be at handling children's behavior, nothing compensates for prevention, which involves creating a stress-free environment and classroom structure that doesn't ware on children's emotional and cognitive resources. The emotional environment involves strategies like catching children being good, having positive and clear communication, building a relationship with the students, and creating a foundation of respect and trust, use humor to diffuse tension, and make high-probability requests first (ones that they can easily accomplish). It's best to be as gentle as possible with children. Children can internalize and remember sharp words regardless of whether or not we have apologized. Some of these softer preventative and standard PBT methods are social reinforcers like positive peer models and giving small group and large group rewards if everyone meets the standard. Removing things that reinforce the negative behavior is another effective method. Children can have factors in their environment that encourage children to react in certain ways. It's not just the class environment but the overall school environment can really set the tone for children.