THE SCHINARAKIS
TEACHING & LEARNING PHILOSOPHY
The Schinarakis teaching and learning method seeks for a change in the scope of the
deaf child's education which should not be just imparting knowledge, but rather a change to foster the development of a student's personality.
FOSTERING EXCELLENCE.
CULTIVATING CRITICAL THINKING.
After working successfully with deaf students whose academic success began poorly and was greatly improved through his personal pedagogical approach, George Schinarakis aimed to focus on the causes and results of deaf students' low academic achievements. While working with his students, he observed that when expectations were raised and critical thinking was integrated in constructive ways, all students were capable of further progress if motivated and if provided with learning opportunities appropriate to their communication needs.
George Schinarakis identified that the major challenges in deaf education are:
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the stigma of low expectations
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the importance of critical thinking skills
These two facts taken together were the heart of the problem and the solution at the same time. Inspired by his students and his belief that all deaf students can learn at the highest level,
he developed his teaching method by giving to his deaf students the opportunity to:
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equity and excellence
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cultivate their critical thinking skills
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understand that learning is a living progress
OVERVIEW.
George Schinarakis' teaching method emphasizes the role of philosophy in deaf education. Deeply influenced by the Socratic pedagogical approach, Schinarakis' method takes inspiration from the Socratic pedagogical approach and techniques such as Socratic irony, dialectic questioning, and maieutic. With the application of the Socratic techniques, the Schinarakis method aims not to teach the students, but rather to encourage students to explore questions that challenge their ideas and beliefs.
The Schinarakis method seeks to change the scope of the deaf child's education, which should not be just imparting knowledge, but rather a change to foster the development of the whole person.
The Schinarakis approach encourages a classroom environment characterized by "productive discomfort", where students learn how to overcome discomfort by staying engaged in the learning process. By promoting discomfort in appropriate, inclusive ways and with support, students learn how to plan for their future success and cope with the many challenges of growing up.
The main principle in the learning process is “learning how to learn,” and this is the objective of the Schinarakis method. Deaf students undertake an active role in their learning and achieve the maximum development of their skills and abilities. The success of the Schinarakis method comes from an emphasis on the all-round student’s development by supporting them to learn how to:
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explore their strengths and weaknesses
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set challenges
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connect learning and knowledge to real-life experiences
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experience a constant sense of self-purpose and well-being
THE SCHINARAKIS' STUDENT
The Schinarakis method puts an emphasis on the all-round student’s development. The Schinarakis' students are equipped with the skills, tools, and experiences needed to maximize the quality of their knowledge and thinking.
In the Schinarakis method, the students are urged to:
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build confidence, knowledge, and understanding
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become active learners, teachers, and scientists
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be flexible thinkers
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become self-disciplined
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learn from failure
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set new challenges
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embrace discomfort as a positive experience
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pave the way for the young generations
THE SCHINARAKIS' TEACHER
Quality of teachers is the most important factor in deaf students' success. Schinarakis' teachers believe that all deaf students can excel. They use their classrooms as labs to prepare deaf students to become great thinkers by creating a rich, supportive and dynamic environment in which they can spark the fire of wonder and inquiry.
The Schinarakis' teachers share several characteristics, including:
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passion for teaching deaf students
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love for children
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excellent knowledge of how sign and spoken/written national languages work; focus on engaging students in authentic interactions
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have high expectations for their students but even higher expectations for themselves
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they use their failures and successes as opportunities to grow
THE SCHINARAKIS' CLASSROOM
We believe that all deaf students can excel as learners and as citizens when provided with a rich, supportive, and dynamic educational environment.
The classroom environment has a profound impact on students’ behavior and their academic outcomes. The Schinarakis teaching and learning philosophy encourages a classroom environment that is unique and creative. A place that inspires the students to do their best. In Schinarakis classroom, teachers aim to create a safe place in which deaf students feel comfortable to share their thoughts and ideas, take risks, explore concepts, and ask questions.
While supporting students feel safe is essential, it is also significant that deaf students feel challenged and excited to explore new concepts, understand new ideas, take risks, and make mistakes. For this, the Schinarakis' classroom is characterized by "productive discomfort". Students are encouraged to step
out of their comfort zone and be introduced to unfamiliar texts, topics, and situations while staying engaged in the learning process.
Learning how to be challenged and what to do when challenged, can be overwhelming and confusing. By promoting discomfort in appropriate, inclusive ways, and with support, deaf students experience a constant sense of self-purpose and well-being. By giving deaf students the opportunity to discover how to examine issues in-depth, we create the need to learn how to plan for their future success and cope with the many challenges of growing up.
Important elements of the Schinarakis’ classroom include:
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a sense of respect
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security and safety
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building trust
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flexibility
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engagement and humor
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a sense of belonging