Blogging platform switch

Please bear with us while we change blogging platforms. We will be up and running again soon.

Are you late

You set up with your agency and with the staff at your on-going position that you can come in 15 minutes late, a time you won't be getting paid for. You are walking in one day and a staff member -not in your department- comments on your tardiness.

-you laugh it off. He has no idea the situation you've set up already.
-you explain your situation at length including the ethical way you established your situation.
-you say something like 'actually, I'm early'

What are your other options?

Please, Help Me.

You are interpreting multiple choice questions for an exam.  Your student sign, "you'll help me, right?"  You reply, "I'll interpret for you."

You interpret question 1.  She review the responses and signs, "2, right?"  You don't catch your facial expression in time...

from then on you:
+look down after you interpret each question so she can't see your face
+put the paper in front of your face to hid all facial expressions
+go ahead and help her.  She needs all the help she can get.

Send us your problems.

Do you have a situation you'd like to discuss on this blog? Send it to us at ethicalterp@gmail.com.

Interpreting in the dark

Interpreting in the dark (literal dark, this time. Not figurative) happens so often and in so many different settings we are posting it again. And will post it in the future. The stories may be different and the approaches to solving the problem may be different. Please, how do you interpret when the lights go out?

You are interpreting in the educational setting and your professor shows a long movie clip. Thankfully the movie is subtitled. But the professor holds running commentary throughout the entire clip. There isn't enough ambient light to interpret his commentary.

--you, do nothing. It's not related to the content anyway.
--interpret what you remember when the lights come back on.
--talk to the professor afterward.

What other options do you have?

DeafMD.org survey

I recently got an email from DeafMD.org who is trying to enhance their website to provide better access to medical care for Deaf and Hard of Hearing.  Please take the survey.  The email:

Greetings! The DeafMD team respectfully requests 2-3 minutes of your time to complete the following survey regarding the health of the Deaf community.  We have received our non-profit status from the IRS and will be applying for grants to enhance our site to better serve the Deaf community.  All information gathered from this survey will be used to demonstrate the needs facing the Deaf community during grant applications. We respect your time and willingness to participate, and can assure you that none of the information gathered from this survey will not be distributed to third parties.  Click Here to Begin the Survey

Thank you for using DeafMD.org and for participating in this survey.  Your feedback is very valuable to us.   Sincerely,   the DeafMD team DeafMD.org

I want this student out!

You interpret in mainstream classes in a public high school.  A mainstream teacher approaches you about a student in their class.  The teacher wants the student out and wants you to write a statement backing her up that the student is disruptive.  The student in question is hearing...not your student. 

--Do you go along? Afterall, you are the second adult in the room.
--Do you decline?  You service only the Deaf and Hard of Hearing Students.
--What are your options?

What you mised this week...

Here is what happened this week…

Do you give your client only one option?

Do you work on your own time?

And, if you are looking to pull together CEUs in a hurry, TerpExpo has a deal for you.

Do you want to post a conflict or dilemma?   Contact me at ethicalterp@gmail.com.

You get option A

You are interpreting in hs English. The students need to write a paper and they have two options. Option A and Option B. You interpret that there are two options but then go on to only explain one of the options effectively making a decision for your student. You have many reasons for making this decision including:
- it took so long to interpret Option A that the class had moved on.
- the student indicated they wanted the easier paper and he teacher said Option A was easier.
- the student understood Option A clearly and you didn't want to confuse him/her with explaining Option B

Do these factors justify your decision? Explain why or why not.

If these factors don't justify your decision, what are your options to fix this situation?

Read? Sure! When?

The teacher you interpret for gives you "read aloud" texts ahead of time. Thank you!!! But you don't have time to read the text at work.

Do you:
--take it home and read it on your free time?
--read it before class?
--read it while you are the 'off' interpreter?

What are your responsibilities? What are your options?

Weekly round up

There was not much action these past two weeks.  Everyone getting settled back into a school time routine?  Well, here we are:

Which is your child

Want to submit a dilemma? 

Will you be in California this December?  Following is information on what appears to be a fabulous and informative workshop.

Interpreting Effectively and Safely for Deaf Survivors of Violence

About the Training

The Vera Institute of Justice's Center on Victimization and Safety

is now accepting applications to attend the Interpreting Effectively

and Safely for Deaf Survivors of Violence training, which will be

held on December 18 and 19, 2012, in San Jose, California.

American Sign Language and Certified/Deaf Interpreters play an

important role in helping to remove these barriers and ensuring Deaf 

survivors have equal access to services and justice options in their 

community. To do so, however, Interpreters must have the knowledge and

comfort level to interpret effectively in contexts involving sexual and

domestic violence.

This two-day training is designed to prepare American Sign Language

and Certified/Deaf Interpreters to interpret in contexts involving 

sexual and domestic violence. In-depth information on foundational as

well as emerging topics related to interpreting in these contexts will

be provided. Participants will have the opportunities to explore how

context impacts language decisions, to define ethical

decision-making in contexts involving domestic or sexual violence,

and to learn tips for keeping safe in these contexts. Training

participants will be eligible for 1.3 Continuing Education Units

from the Registry of Interpreters for the Deaf.

Who Should Apply?

The training is designed for qualified American Sign Language and

Certified/Deaf Interpreters who currently interpret in contexts

involving sexual or domestic violence.

We are looking for ASL Interpreters who have:

* A minimum of five (5) years of interpreting experience;

* RID Certification;

* A demonstrated connection to their Deaf community;

* A demonstrated interest in interpreting in contexts

involving sexual and/or domestic violence; and

* A leadership role in the interpreting community.

We are looking for Certified/Deaf Interpreters who have:

* A minimum of five (5) years of interpreting experience;

* Certification or other demonstration of skill level;

* A demonstrated interest in interpreting in contexts

involving sexual and/or domestic violence; and

* A leadership role in the Deaf or interpreting community.

How to Apply

Interpreters who are interested in attending this training are

required to complete an application, using the link below. The completed

application and all supporting materials must be forwarded to us by

September 14, 2012 to be considered.

ASL Interpreter Training Online Application

<http://r20.rs6.net/tn.jsp?e=001SjuW2Q7yHooV0OYEukgchcTIRpWNIdA4UVRBe_cA\

C4-zqS_DuK0586CEkM8FUlMqfFWHPm-ixQJOJ0YQVHeqsQqixU_P2cHxV180lu2-rrE2FMRC\

6LoDocKDPdWLRhbAz1FyD0MVTeM=>

To maintain the quality of interaction, space is limited to 45

participants. Therefore, please apply as soon as possible to secure

a spot. If you have been selected to attend this training, we will

contact you the week of October 22 to provide you with additional

details regarding registration, travel and lodging, and other

relevant information.

The registration cost for this event will be $100. If selected,

instructions on how to submit your registration fee will be 

forthcoming.

For more information, please visit our website at

www.accessingsafety.org.

<http://r20.rs6.net/tn.jsp?e=001SjuW2Q7yHoowbwKAgP4FtLwmcB9QFeiCTHfdEAyE\

eGIvBuO2TzQ-BsvFGF3x9-bQKjsxWGGTX7t4FMj9FbnnREVSkcuyd24neI3LDDnhRFp5vr7T\

1EJLVQ==> If you have additional questions, please email us at

cvs@vera.org. <mailto:cvs@vera.org>

Have a conflict?

These past few weeks have been light perhaps because of vacations and school starting. If you have a conflict or a decision you'd like to discuss, email the Ethical Terp at ethicalterp@gmail.com.

Which is your child?

You are at your son's football practice and because you can't leave practice, you are chasing your baby daughter around, trying to keep her out of trouble. At the end of practice you notice a group of parents signing with each other. This is your opportunity to introduce yourself.

Do you grab your baby, walk up to the group and introduce yourself saying your son is #12 and asking who their children are?
Do you introduce yourself as a working interpreter?
Do you walk the other direction because you don't want to get involved?
Do you feel awkward because you don't want to be the person who is like, "hi! I can sign too!"

You are interpreting at a job training center.  You are shadowing your client while another student teachers her a job.  Your client works extremely slow.  The other student is doing 3/4 of the work.  Do you have any responsibility to say something like, "if you want to continue with this training, you need to pick it up a bit."

Weekly roundup

Here are ethical dilemmas that happened this week:
Re-interpretation

Eye-roll!!!


Workshops
Long Island RID is hosting "So to Speak... Interpreting Figurative Language" on September 8.
http://lirid.org/

Deaf-Blind Training is hosting a webinar starting Monday, September 4th on Common Eye Diseases in the Deaf Community.

If you are interested in listing your workshop, contact me at ethicalterp@gmail.com.

Happy Terping!

Re-interpretation

Your client is preparing to take a hands on test. The instructor explains what needs to be done for prep then walks off. The Deaf client asks you to repeat what was said. So you re-interpret from memory what the instructor said. The instructor walks back and gives you a look that says, "what?" you realize it looks like you are assisting the Deaf client, perhaps helping them cheat.

--what would you do next time to avoid the appearance of cheating?
--if you weren't done with your initial interpretation--perhaps the client needed a lot of expansion--how could you keep the instructor there?
--what are your options?

Eye roll!!

Every time your client turns his back the instructor gives you a huge eye roll. The instructor makes, when your client isn't with you, about your client. You feel that, best case scenario, the instructor doesn't like your client. And worst case scenario, the instructor is deliberately sabotaging your client's chance at success.

-what are your options in this situation?
-are you to tell your client what the instructor says when the client is not around?

The Weekly Round Up

Here is what you may have missed this week. Please, share your thoughts!!!

Can we be friends?

Can I see your pictures?

Look who is sleeping!

I have a problem

Can we be friends?

You heart your client. You and her hit it off right away and chat about things you both love. You ask to Facebook friend her.

Yes? You love her!
No? Doesn't matter. She is a client.

Can I see your pictures

Just to follow up on the last post, should you even be looking at a client's pictures? Is it ok to show then your pictures?

Look who is sleeping

You are on break and looking through a client's pictures on their smart phone. Your client snapped a picture of your team sleeping on the job. What is your responsibly in this situation?

I have a problem

You are interpreting at a job training center. Your Deaf client starts chatting with you about her personal life. It's not her break and you assume she will get reprimanded for taking a break at an unauthorized time. (not to mention you don't want to know about her personal problems.)

Do you
-chat. Or at least pay attention. If she gets in trouble that is in her.
-advise her to get back to work.

The boss walls by, looks at her and you and asks what is going on. What do you do?

Weekly Round Up

Last week we had two posts.  In case you missed them, here they are again. 


You're here! Want to work?

Let Me Show You

Are you looking for workshops?

Classifiers: Make English Tangible

Logical Reasoning for ASL Court Interpreters

Happy Terping!

You're here! Great! Want to work?

Today you have to go into your agency's office to take care of paperwork.  You expect waiting time, disorganization, and frustration.  In the end--not your fault--you can't even finish the paperwork and have to come in the next day.  But, your agency offers you a week of work.  Its as if every person who came in to take care of paperwork is rewarded with a plum job.

Certainly its not unethical to accept work your agency offers you.  But you feel like the agency held these jobs for people who put in face time.

Let me show you

You are interpreting in English class. Your kids are to silently read a poem on birch trees. The poem is set up in one tall skinny stanza with words close together and tiny font.

Your student signs, "I can't read this. I don't get it.".

You ask, "have you ever seen a bitch tree before?"

Your student replies no. You look around and the teacher is busy with other students so you google on your smart phone: birch tree images. You show your student a few pictures of birch tree forests. Your student signs, "now I get it."

Were you right to search for clarifying images? Is that part of getting the message across or is it over stepping your role?

Can you find me a job?

You interpret a job interview. The deaf client turns out not to be qualified for the job. As you are walking out, she asks if you know of any jobs available and if you'd ask around.

--on one hand, you admire her resourcefulness. Of course you'll help.
--on the other hand, you've just met this person and only spoken with her for 15 minutes. How can you possibly help her find a job.

Can you get the phone for me?

You are driving down the road when your agency calls. Because, in your state, its against the law to talk on the phone while driving, your friend answers the phone for you. She relays your questions and answers.

Is the a breach of confidentiality? She doesn't know who the consumer is, only time and general location of the job.

A day in the life of a sign language interpreter

A day in the life of a sign language interpreter.
A Day in the Life of a Sign Language Interpreter
Enjoy

Do you have a dilemma you want posted?

This is a reminder:

If you have an ethical dilemma or conflict, if you have a situation you want addressed and discussed, please email it to me at:

Ethicalterp@gmail.com

I'll put your situation into the line up.

Are you ready?

It's a dry spell and you want work. You are cold called by a random agency you've never heard of asking if you can work tomorrow at 9am. "yes!", you think but hold your cool enough to ask, "until when?"

The agency replies, "depositions usually last a couple of hours."

Deposition=law. Your certified but not with a law specialty.

--you accept the job anyhow because it's all interpreting anyhow.
--you accept because although you aren't certified with law, you are qualified.
--you turn it down because your not qualified and kick yourself for being unprepared for an opportunity
--you turn it down but give the agency the name of another interpreter who is qualified and certified.

Um, I'd rather not say

You are interviewing with a journalist who is writing an article on work - life balance. You recently had a baby do your input is applicable to this research. You describe what you do and where you work including that your life is so much easier because you have an ongoing gig in a school. The journalist asks which school you work in.

--do you tell the journalist? After all, she wouldn't know any of your students.
--hell, no. The journalist will publish the research and then it'll be all over the world forever more that you work (worked, rather, because who wants an unethical interpreter) at Nice Gig Public School.
--how do you politely decline to give the info?

I heart you

Today you really enjoyed your Deaf client. You understood everything they said, they were nice and polite. You may never be BFFs with this client but you would work with them any day.

So you tell them. After all, everyone enjoys a compliment.

--is telling a client you enjoyed working with them overstepping boundaries?
--is it simply polite?

My kid is calling

Your at work. Your client is set up and won't need you until break. So you pull out a book and read. Then your phone vibrates.

--you slip out and take the call. No one needs you anyhow.
--you ignore it. Anyone important would text anyhow.
--you see it's your child. You have to take it! (or do you?)
--what are your options?

Sweet honey in the rock

It looks like this band, which will perform July 8 for Celebrate Brooklyn, has its own ASL interpreter. How fabulous!!!

Does anyone know anything about Sweet Honey in the Rock?

sweet honey in the rock

Shop til you drop

You got an all day job near a shopping center. Very exciting and convenient since you don't have time to shop. You can get your shopping done during lunch and still be home in time to relieve the babysitter.

What you didn't factor in was the big bags you have to carry back to the office. The office where you happen to be working is a job training center for adults getting back on their feet and here you come in with bags full of shiny, new merchandise.

-it's your money and time, you should be able to shop when you like.
-it's not like your taking your merchandise out s d showing it to everyone.
-you should have waited until the end of the day.

Here's a job for you

It appears as though a coworker-though not an interpreter-will be budget cut. After hearing her situation, you notice an add in the paper/blog/listserv about a job which may suit her. You print the job description and bring it into her.

Supporting a colleague or overstepping your boundaries?

What to do?

You are interpreting a state test. Math, to be more specific, but without giving anything away. There is no interpreting actually happening as your client either knows the math formulas or not. During the test you can:

--leave? No interpreting happening anyway.
--play on your phone? Even though students aren't allowed electronic devices, you can play on yours, right?
--read? Traditionally an acceptable pastime for interpreters.
--other ideas?

It's a heliocentric world out there

On a state test you are interpreting a question with the key word "heliocentric". Do you sign "sun center" perhaps giving away the answer, or do you fingerspell the word because they should know that vocabulary anyhow?

What is your fee?

You get a call from someone, not an agency, asking if you can interpret a meeting. You look at your calendar and see you have a prior engagement. You decline the assignment but recommend a colleague you respect. The person hiring then asks your opinion on the fee they were going to offer.

--if you can't take the job, should you even comment on the fee?
--is it ethical to say, "that is within the range we work", "that is low", or "that is high"?
--should the fee be different since the job wouldn't be through an agency?

A new NIC

Once again, new testing.

From RID:
Building Value in Certification—A Status Report on the Enhanced NIC Interview and Performance Examination
By Clarence “Buck” Chaffee, President1 The Caviart Group, LLC
In July 2011, NAD and RID announced that the Boards of both organizations had approved a plan for developing the next generation of NIC Certification. The stated purpose of the changes was “to strengthen the effectiveness and increase the value of the NIC credential.” Since that announcement, a number of changes have been implemented: a national study (pre-Job/Task Analysis survey) of deaf, hard of hearing, and hearing consumers of interpreting services was conducted; the enhanced NIC Interview and Performance Examination was launched; and a new interview and performance examination scoring process was implemented.
So now, nearly a year after the enhancements were announced, the time has come to assess how the program is doing. Have these changes done what they were purported to do? Is the NIC credential more effective and more valuable as promised and, if so, how can anyone tell?
This interim report looks to address these questions and answer some of the additional questions that have surfaced in the community about the enhanced NIC Interview and Performance Examination. It will explain the logic and process used as well as the evidence to date as to the effectiveness of the changes.
To understand whether the enhanced NIC Interview and Performance Examination is an improvement, it is first important to understand what certification is and what it means for a certification program to be “effective and valuable.”
What is certification really about?
Certification is essentially a warranty provided by an organization that says that the people to whom the organization has issued a certificate have the knowledge and skills required to competently perform a given job at a given level. This means that anyone who engages or receives the services warranted from such certificants has the organization’s assurance that the certified person will be able to perform those services competently at the level in which they are certified.
This does not mean that all certificants are of equal ability. In fact, many will be able to perform additional services beyond those addressed in the certification, and some will be able to perform the job at a higher level. What the certification means is that all certificants can do the described job at least at the level of basic competency.
1 See Appendix A for information about The Caviart Group, LLC, and Mr. Chaffee’s credentials.

Read the full article here:

RID article on new tests

A day in the life of an interpreter

http://www.youtube.com/watch?v=XQhYWM8S94M&feature=youtube_gdata_player

The Ethical Terp curates this I formation for discussion purposes.

That was so sweet!!!

You work in a k-12 setting with a number of interpreters, Deaf ed teachers, and specialists. During a class you interpret, your student complimented another teacher to you. You thought it was sweet and shared it with the teacher.

-are you right to share the compliment? Everyone likes to hear positive news, after all.
-suppose it was a complaint. Would you share then?
-what are you compromising by sharing information with other staff members. What do you gain?
-if you are a member of the educational team, does confidentiality apply to this situation?

A few minutes in the life of a sign language interpreter

Enjoy the below video. The Ethical Terp provides information for discussion.

A Few Minutes In The Life Of A Sign Language Interpreter

But it's my break!

You work all day, on-going at one location. You get a prep period to eat lunch and catch up on things, which may include preparing for a class. Occasionally you are asked to give up your prep to interpret.

Do you
-guard your prep with the ferocity of a tiger?
-agree to give up your prep occasionally because you are being paid through the prep so you can be available?
-agree to interpret during your prep but request another time slot be set aside for your prep?

What are the benefits and downsides to each option?

Read this

You lent a book to one of your clients.

--ok?
--turns out they love the book. Does that make it ok?
--suppose they don't give it back.
--what was your intention in loaning the book in the first place? (to build a relationship? Because the book and client happened to be in the same place at the same time? Because you encourage reading in general?)
--does your intention with lending the book make the act more un/ethical, less un/ethical, or it's just a simple book! Stop stressing already!!

A few minutes in the life of an interpreter

Entertaining? Yes. What are non confrontational, non belittling ways to converse with hearing staff?

a few minutes in the life of a sign language interpreter.

I'm only trying to help

We've discussed the dilemmas around teachers leaving classrooms. Suppose, now, you arrive to your class and your regular chair is missing. While you are securing an empty desk, the teacher leaves to find you a chair. Is the situation different since the teacher is trying to help you?

Substitute teacher=day off?

There is a substitute teacher in your high school math class. The sub handed out a work sheet and took attendance.

-is your job done as there will be no instruction?
-should you stay in the room, just in case?
-your bring paid to be present, so no question, you stay.

Class with snooki

Perhaps not the best way to do your job... But very funny.

class with snooki

Calculus chaos

The teacher in this high school calculus class leaves the room. You are the lone adult in a sea of bored and unruly teens. One jumps out of his seat and closes the door behind the teacher, hoping it will lock behind her and she can't get back in. He the turns to you and says, "I was in my seat the whole time, Miss. Right?"

You know your supposed to follow the teacher out of a classroom but when she left you were interpreting an explanation and was surprised by the teacher's sudden departure.

List everything wrong with this situation.

What are things you can do to prevent such a situation from reoccurring.

If you can't prevent this situation, what options do you have for dealing with it, for making ethical decisions while in this situation.

A day in the life of an interpreter

The Ethical Terp curates information for discussion purposes. This isn't an endorsement.

http://www.youtube.com/watch?v=DR9rtDEMSgM&feature=youtube_gdata_player
a day in the life of an interpreter

Dance dance dance

Your client is performing a short, original dance as a class project. The performance takes place on the classroom and will only be seen by the class. You want to record a video of it to share with other interpreters who work with your client and know s/he is doing the performance.

Is it ok to ask your client if you can record them and share the recording with other people they know?

Suppose it's not a solo, but a group performance. Do you need to get the hearing people's permission too?

Terp Story: Job Cancellation

Terp Story: Job Cancellation

The Ethical Terp had no part in the creation of the video. This is curated for discussion purposes.

One drink, please

You are interpreting at a social event where people are drinking. You don't drink while on assignment. Period. It isn't professional. Plus, it's against agency policy. But even if your agency was silent on the issue, you wouldn't drink on assignment.

You are politely sipping your water when a guest at the function brings you a glass of white wine. You will be with this guest most of the evening and he was clearly uncomfortable with your teetotaling. You accept the wine with a gracious smile.

-Do you drink the glass and get another later in the evening?
-Do you keep the glass on hand so when people ask, you can say you have a drink?
-Do you explain you can't drink while working?
-Do you claim to practice a religion that forbids alcohol?
-What are your other options? What are the repercussions of each decision?

How about a poem to me?

Your students are assigned to write a poem praising something. After you interpret the assignment, you suggest writing about your favorite interpreter--you! (me!)--in jest, of course.

Is that overstepping boundaries? Or is that relationship building?

Would it be different depending on the age if the client? (elementary vs high school vs college)

When would this kind if banter be acceptable or not?

Excuse me, please

An alarm on your cell phone goes off while you are the "on" interpreter. The entire class, including the teacher, looks at you. Of course you have to reach into your bag and turn off the phone. Your client asks what happened.

How do you remedy the situation.
How do you prevent this from happening again?

Keep your opinion out of it.

You are interpreting in a drug rehab program. You are interpreting a movie (no captions!! Ug!!) which you find to be overtly simple and preachy. You make a face. As soon as you do, you see your client respond...to your face and then respond differently to the movie.

--what are your options to now erase your opinion from the conversation?
--suppose you hear, a week later, your client quit the program. Are you partly responsible?

No phones!

Electronics aren't allowed in school. The students are putting together a dance and the dance teacher, not bring able to go against school policy, asks the class, rhetorically, how they will bring in music to practice if they can't bring in an iPod, for example. She says, "I can't allow you to bring it in. ... If your smart, you'll understand what I'm saying.". She was implying that if the students brought an electronic device, she wouldn't stop them. But she couldn't openly say that.

The implication doesn't come through in your interpretation. So you decide to be obvious. "if you bring your iPhone," you interpret, "she's not gonna take it away."

Enjoy this book

You gave a book to one of your clients. A novel. Because the two of you have been discussing books. You bought it used on a dollar shelf, anyhow. You don't need it back.

Is it appropriate to share books? No? What would it be ok to share? What would it not be ok to share!

Educational team

A hearing student comments-loudly-that she is planning on cheating on the test tomorrow. You interpret for your student who advises the cheater in her poor idea. But, the teacher never catches on.

Sure enough, the cheater had an answer written on her hand. She shows a number of her peers. Again, the teacher has no idea.

-what is your responsibility? She is hearing, not yours.
-but you are an adult in the room.

Can you relay a message?

Class is over. Your student left. You are packing your bag. The professor comes up to you and asks, "can you tell your student x, y, and z? Please."

You have seen her talk directly to your student before so you conclude she wasn't avoiding your student but just missed them before they left.

Although you consider
1.) telling her you'll have the student talk to her at the beginning of class tomorrow.
2.) saying when you see the student in class, you'll tell them

Instead you say sure. After all, you'll see them again in 15 minutes.

Right? Wrong? Options?

Obama says thanks

Obama says thank you

This is a cool clip of the President responding in ASL.

What do we do, again?

Your students are working in a small group with hearing students. The professor takes 5 minutes explains the task at hand. He repeats the information again and again giving examples and explanations. You faithfully interpret it all. When the explanations are over and the professor says to start working, a hearing student says to you, "miss, what did the teacher want us to do?"

--keep in mind, if the hearing students don't understand the work, their low performance will bring down your student's grades.
--what are your options?
--how would the grade level (elementary, middle school or high school, college) impact your decision?

They are just not that into you...

It's the last hour of a long school day. The teacher is reviewing past lessons--information your students know, and know signs for. Why, then, do they look at you as if you are from outer space?

You sign, "write this down on that paper. It will collected at the end of class.". Then you sign to them word-for-word what to write. They just stare. You sign it a different way. Nothing. You try again and wonder if zombies have eaten your kids' brains. You take another stab, this time asking questions about the subject material. This gets barely a nod of the head.

--are your kids ignoring you?
--is it just that it's the end of the day?
--or are you a lousy interpreter??
--regardless, what can be done?

Kids these days...

You interpret in high school and the current trend is for young men to pull their trousers down, exposing their boxers. Your student walks to the front of the class to hand in his work and the way back to his seat--your not looking! But can't help noticing -- he has a hole in his underwear. You look down, shake your head and when your student sits down you tell him to pull up his pants. He shrugs you off as all lame adults tell him the same thing.

Should you
--do nothing. After all, you don't want people to think you were looking.
--tell him about his wardrobe malfunction. After all, he wouldn't want other laughing at him.
--tell the school social worker to tell him. That way it doesn't come from you but he gets the info.

Keep up!!!

You are interpreting a high school English lesson. The teacher is teaching and reading quickly as she feels pressure to get her lesson in before her iPad timer rings. You are frantically keeping up but feel your doing a lousy job conveying information. You check in with your students asking a broad question about the topic. They answer correctly but still give puzzled faces back to you. You ask what's up and they say the teacher is going too fast. You ask if they want to review the info again.

--is this type of interaction appropriate? You do it all the time and see others do it too
--when the student ask for vocab clarification, is it ok to give them a definition or should you call the teacher over.

Tattle tale Terp

One of your mainstream high school students skipped one class to study for a test he was stressed about. You know this because he told you. You mention to his teacher--the one for the test he was studying for. She said that wasn't ok and she was going to talk to him.

--was it ok to tell the teacher? After all, you are part of the educational team.

--or was it a violation of confidentiality.

I think I'll fail

The mandatory test for high school graduation are quickly approaching. While waiting with a student you ask, to make small talk, which tests he'll be taking. He signs, "I'm taking test X and I think I'll pass. I'm also taking test Y but I think I'll fail. The teacher is lazy and we never do anything!"

That teacher happens to be Deaf and works in the Deaf Ed office with you. There have been other complaints about this teacher.

Do you report back to your office supervisor that the students don't think they are well prepared for their mandatory tests?

Do you advise the student to tell the office supervisor?

Do you do nothing? After all, you are the interpreter, not a teacher or advisor.

Do you approach the teacher and tell them some of their students feel unprepared?

Too many hands in the pot

You have two students in the same history class. The students have different learning and speaking styles. She throws her hand In the air at any half-baked idea, (dont even go there. You judge too.) often giving valid input. He prefers to call the teacher over to have something explained privately. You are trying to interpret a conversation between him and the teacher while she is trying to give her input at the same time. You can't interpret it all. What do you do?

Don't laugh

You are interpreting a mandatory statewide test students must pass to graduate. Two girls taking the test keep giggling and engaging the you in conversation. They aren't cheating. They are just bored after sitting in a windowless room for 5 hours.

--what do you do?

What should I write?

It's the end of the semester and your client is thrilled to be close to done with this required art class. The professor required a two page, single spaced paper. Your client handed in a one page paper and the teacher said there is still time to add another page.

Your client signs to you, "what do you think I should write? I have no more ideas."

You sign back, "a few days ago your teacher said... . Maybe write something on that?"

-ok?
-no?
-should you have gone back to the professor with that question?

No captions? We got an app for you

This isn't a dilemma, but how to solve one.  An English teacher whose class I interpret in was showing a movie.  She first did her homework and figured out captions wouldn't play either because of the movie or because of the TV.  (Both were post ADA and out of compliance.)  She searched for an app on her iPad and *viola* there is a subtitles app.  Just press 'go' when the speaking starts and your all set.

If the below link doesn't work, search "Subtitles" in the app store.  The app the English teacher used was called "Subtitles" and created by Structure 6.

http://itunes.apple.com/us/app/subtitles/id358913522?mt=8&ls=1

Good luck!

Movie again?!?!!

At the end of the semester many teachers and professors show movies. Of course they have to relate the movie back to the coursework. Some teachers take this more seriously than others.

This teacher, whose classroom has no ambient light, comments multiple times during every scene. Comments are suggestions regarding information students can use in an essay. Or they are about test questions.

How are you to interpret, in the dark, the teacher's remarks?

(you are thanking your lucky stars the movie is captioned!)

Watch or read?

This is the first year the English teacher has had a Deaf student in class. She does a lot of read out louds which is difficult for you to interpret but not impossible. Teacher asks you one say which your students would prefer, you to interpreting the text or silent reading.

You ask the students what they prefer.

----

To read or not to read

In your college level English class the students are required to read novels. In order to interpret better, you decide also to read the novels. But you don't have a prep period during which to read. If you read, it would be done on your own time.

On one hand, you've been wanting to read these novels and now have a perfect excuse. On the other hand, shouldn't you be compensated for your prep work? After all, the prep works takes time from family/hobbies/other work.

Never Have Paris

Never Have Paris is accepting nonfiction stories of 1000 words or less for its upcoming zine. They are trying to create an all interpreter issue about experiences interpreters encounter. Have you been 'misinterpreted'? If so, write and submit your story!

never have paris

Submit a story

Submit a story. Your story!!

submit a story

Want to be friends?

Your interpreting agency "friends" you on Facebook. You don't want the staff at the agency reading what you say about your kids or what you do on Saturday night. On the other hand, some of your peers mentioned they got work that the agency posted on Facebook.

Strike a pose

A friend asks you to "pose" as an interpreter for his friends art project. The art will be in a show open to the public. The artist offers to "pay" you in artwork. What do you do?

You go on ahead.

You and your team are leaving your job together and having a good conversation about the job. You've worked with this team before and get the feeling she tolerates you but isn't thrilled to work with you. Right before the elevator comes to take you down, she begs off. Apparently she needs to use the ladies room. You think she wants to avoid 7 minutes of conversation with you.