Face the student when you speak so that he can read your
face/lips. Talk from the back of the room only when the student can see your
face and is aware you are talking. Try not to talk with your back to the
class while writing on the blackboard.
Identify the person who will be speaking. This gives the
student a chance to turn and locate the speaker. Repeat any questions or
answers from others who are behind the student.
Control the pace of the discussion. Allow time for the
student to be able to seek out and observe the speaker.
When the student doesn't understand you it is better to
rephrase a sentence than to repeat it.
A student with a hearing impairment needs visual access to
information. A simple outline of the lesson on the board or a study sheet
provides clues which aide in lip-reading.
Whenever possible indicate the location of related passages
in texts and workbooks.
New vocabulary will be a big problem. Writing the words and
definitions on the board, overhead projector, distributing a vocabulary list
or making reference to vocabulary in the text (eg: glossary) is very
helpful. Beware of idioms and unusual use of sentence structures or
Place words or phrases on the blackboard or overhead as
lesson progresses to assist the student in following the lesson more
Follow a notetaking framework or chunk information together.
Signal transitions in class. This will give the student time
to make needed changes.
Timing is important
when using visuals. Pause to allow time for the student to look at