Please Face Me: Small Communication Habits That Help a Deaf Teacher

“Could you say that again?” should be an ordinary part of a conversation. I want the answer to be another chance to understand.

I’m a deaf public-school educator, and I use bilateral cochlear implants. That is part of how I teach and communicate. It also gives me a reason to think carefully about the habits people bring to a conversation.

This week, I want to focus on something practical: making room for a person to see, follow, and clarify what is being said. A few seconds of attention can be a good place to start.

My implants are part of access

The National Institute on Deafness and Other Communication Disorders explains that cochlear implants provide access to sound without restoring normal hearing. Outcomes also vary from person to person.

For me, the useful question is what we can do during a conversation to make understanding possible. I would rather have that practical discussion than leave someone guessing about what I need.

I also don’t want my experience to become a rule for every deaf person. Ask the person you are talking with. Their answer should guide the conversation.

Start before the first sentence

RNID’s communication guidance recommends getting someone’s attention, facing them, and allowing time to repeat or rephrase. It also recommends clear, natural speech rather than shouting.

Here is a classroom routine I would suggest practicing: get attention, pause, then speak.

The pause matters to the routine. Calling a name and immediately continuing with a whole explanation gives the listener no opportunity to turn toward the speaker. A small wave within someone’s view can be an option, depending on their preference.

I would explain the purpose to children in plain language: “Make sure the person is ready for your words.” That is a communication lesson students can practice with a partner.

Give the conversation a visible place

Facing a person keeps their face available to see. It does not mean demanding eye contact or assuming everyone can lipread. RNID emphasizes that communication preferences differ.

For a classroom practice activity, I would use an ordinary question about a book or a school supply. The partners could first agree on where to stand or sit so both feel comfortable communicating.

I would avoid turning this into an activity where children pretend to be deaf. The goal would be to practice a useful routine and discuss it respectfully.

A simple reflection could be: “What did your partner do that helped you follow the conversation?” Students would be examining their own communication choices.

Keep the meaning when you repeat

If I ask for clarification, I want us to stay with the message long enough to make it clear. Rephrasing is one option RNID recommends.

Consider this made-up classroom example: “Put that over there when you finish.” Repeating those same words may leave the listener wondering what “that” and “there” refer to.

A clearer version could be: “Put your reading folder in the blue basket.” The speaker has supplied the missing details.

Another useful question is, “Which part should I repeat?” It gives the listener a way to identify the gap without restarting an entire explanation.

I would like students to see clarification as something competent communicators do. Asking for another explanation should be welcome in a classroom, including when the teacher is the person asking.

Make room for one speaker and a written detail

RNID’s guidance for sharing communication needs includes written information. Its video-call advice also recommends one speaker at a time and using chat to clarify details such as numbers.

I would adapt those ideas into a simple discussion routine: identify the next speaker, let that person finish, then invite the next contribution. This is a proposed classroom application, rather than a claim that one routine meets every access need.

Writing can support a particular detail, too. For example, a page number could go on the board while the discussion continues. A name could be written clearly rather than left to guesswork.

For sensitive information, I would use an appropriate private channel. A classroom board is a place for shared lesson information.

Practice a response that keeps someone included

A two-minute rehearsal could be enough to introduce the routine. Partners could take turns asking a question, requesting clarification, and answering again with a useful detail.

I would offer this response to practice: “Sure. Let me explain that another way.” Then the class could discuss what made the second explanation clearer.

These habits can sit alongside whatever communication support a person needs. Asking about preferences remains essential.

As a teacher, I want a classroom where people can ask, listen, clarify, and try again. I want that invitation to include me, too.

Which helps you most in a conversation: facing you, taking turns, or writing it down? Tell me directly on Facebook or Instagram. A short answer is welcome.

Teachers looking for classroom materials are also welcome to visit my Teacher A.I. Coach store on Teachers Pay Teachers.

—Professor Jeff