Chapter 13

(13.1) List five areas you will attend to as you work with educational staff to create a learning environment that is conducive to interpreting.

Five areas that I would address to the teacher to allow for a conducive learning environment include: speech pattern, direction, lighting, placement and pre-planning. When refering to speech pattern, I mean the flow in which the teacher presents the information. For example, if I am transcribing, it would make my job easier, while also ensuring the deaf child is obtaining as much information as possible, if the teacher speaks slower. Also, if the teacher mumbles and always has their back turned, I may miss key information that I need to convey to the student; which also applies to direction. Furthermore, the lighting in the room needs to be comfortable for a visual communicator. If the room is too dark, communication becomes much more difficult for the deaf student and myself. Placement of myself, the deaf student and the teacher are vital as well. The deaf student needs to be able to switch from looking at me and the teacher easily and I need to be placed in front of and close to the student. Lastly, and arguably most importantly, pre-planning makes my life much easier and ensures the student is gaining as much of the information as possible. If a teacher allows me to have access to lesson plans and the vocabulary being used, I can make sure I understand the information fully and will be as prepared as possible to facilitate communication well.

 

(13.2) Consider a student who is disruptively playing with a neighbor while you are interpreting the teacher’s instructions.  Develop and list a full continuum of responses for working with the teacher to deal with the unproductive learning behavior.

If a situation arises where there is a constant distraction for my student, I would simply approach the teacher and ask if the student can be moved. Maybe the teacher could say she or he just wanted to change up the seating arrangement as not to embarass the disruptive child or the deaf student. Also, maybe myself and the teacher could explain to the child he or she is being distracting to everyone in the classroom and needs to respect their classmates. Finally, we could also move the deaf child to another part of the room; I think that option would be least appealing because it singles out the deaf child and the problem will still continue with the disruptive child.

Chapter 11

Chapter 11

(11.1) Consider your role as an interpreter and the responsibilities of the  student for whom you are interpreting.  How might you enhance motivation and affect in your student using the theories of motivation?

  As an interpreter my role for the student is communication. I am not to teach or instruct the student unless it assists our mode of communication. The only instance for which an interpreter has the ability to encourage or motivate the student is if they have a personal relationship away from the classroom. Thus, the theories of motivation cannot apply to an interpreter's workplace.

(11.2) Which theories of motivation are most helpful and instructive for you as an interpreter?

   As I've previously stated, these theories are not applicable. However, if I am interpreting in a classroom a good motivation tactic by the teacher allows my job to be more interesting. If the deaf child is interested in the course, he/she will be more interactive with the class and pay attention.