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BOCES teacher has work published in educational book: Excerpt highlights project between students, area businesses

What began as a project examining nonverbal communication etiquette has culminated in acknowledgment for the Oswego County BOCES teacher who spearheaded the effort.

Tammy Seymour, an Oswego County BOCES teacher for the deaf, displays the book “Authentic Learning Experiences: A Real-World Approach to Project Based Learning,” which highlights a project she and her students from Mexico Academy and Central Schools completed as a way to document nonverbal communication etiquette. The two-page synopsis provides scenarios that can be applied in real life to strengthen nonverbal communication within a community.
Tammy Seymour, an Oswego County BOCES teacher for the deaf, displays the book “Authentic Learning Experiences: A Real-World Approach to Project Based Learning,” which highlights a project she and her students from Mexico Academy and Central Schools completed as a way to document nonverbal communication etiquette. The two-page synopsis provides scenarios that can be applied in real life to strengthen nonverbal communication within a community.

As part of the venture, students Cody Cowen, Joshua LaCelle, Brianna Gillett and Char Purchas visited more than 40 businesses in the Mexico community, speaking to employees, managers and business owners to learn how businesses are serving the deaf, hard of hearing or speech impaired (DHHSI) population.

Each business that participated in the project was asked to complete a brief survey and describe an experience when an employee felt frustrated because of a communication breakdown with a customer, and all the responses were documented and compiled by the students.

“This was meaningful to my students,” Seymour said. “All of the students had experienced communication hiccups when frequenting businesses, so they were eager to participate in hopes of making a difference.”

Not only was the project meaningful for the students and businesses that participated, but it was significant for Seymour as well, as the project was documented and published in a book by Dayna Laur released earlier this year. “Authentic Learning Experiences: A Real-World Approach to Project-Based Learning” incorporates Common Core Learning Standards and documents ways to engage students in critical thinking by teaching skills such as research and collaboration in an effort to improve student learning.

Seymour’s contribution, a two-page synopsis of her project with her students in the Mexico community, details how the assignment helped students transform and become more confident individuals.

According to Seymour, the transformation was evident as the students strengthened their communication skills and revisited businesses for different phases of the project.

Through the multipronged project, students created a nonverbal communication brochure that detailed some of the methods in which DHHSI people communicate, including American Sign Language, gestures, finger spelling or texting. Other phases of the project included the creation of a DVD where students acted out some of the correct and incorrect ways to communicate with a customer who is DHHSI; the creation of an “I love you” American Sign Language symbol into a notepad for each participating business, which provided the necessary tools to help a DHHSI individual engage in conversation; and the creation of a personalized “Kit to Go” for each business that participated in the project.

“The students learned their strengths and supported one another,” Seymour noted. “As we revisited some of the businesses, we witnessed change … It was a positive experience for everyone … When I visited some of the stores (once the project ended), it was great to see that the businesses had followed through with some of the suggestions we made to make communication easier.”

The publication of Seymour’s work was just the icing on the cake, capping off a months-long project that had a communitywide impact.