How do I use an Interpreter Effectively?

1. Speak clearly

2. Speak at a normal rate of speech; try to avoid speaking too fast.

3. Understand there is a time lag from the time language is spoken to the time the language is interpreted into a manual form of communication.*This will affect both questions and responses from the deaf or hard of hearing student! It will also affect classroom games; search for modifications.

4.Speak to the student rather than the interpreter. Instead of saying, "Please tell Suzie that she hasn't turned in yesterday's assignment." Look to Suzie and say, "Suzie, you haven't turned in yesterday's assignment." This may be difficult at first because the student will be looking at the interpreter when you talk to him or her.

5. Do not move around the room too much.

6. Be sure there is no obstruction between you and the deaf or hard of hearing student.

7. When using visual media, be sure to give the deaf or hard of hearing student to look at the interpreter and then
the visual media.

8. If the (other) students start watching the interpreter rather than you, during the first couple of days, remind the
students that they need to be looking at you.

9. If there is a group discussion in class, make sure that only one student is speaking at a time.

10. You may have to ask a soft speaking student to speak up so that the interpreter can hear them.

11. The interpreter may ask you for clarifications.

12. The interpreter may need a two to three minute break every 20-25 minutes; interpreting is a very strenuous activity.
This will also allow visual breaks for the deaf or hard of hearing student. This is up to the interpreter's discretion.

13. You, the teacher, must meet with the interpreter on a regular basis. Help the interpreter prepare by:
        *Discussing where both you and the interpreter are placed during different times in the classroom.
        *Talk to the interpreter about how to best handle difficult interpreting situations (assemblies, showing films in a dark room, etc.)
        *Give the interpreter information about new concepts and vocabulary being taught.
        *Give the interpreters access ahead of time to lesson plans, movies, and other items so the interpreter has time to prepare.
        *Make extra copies of handouts for the interpreter.
        *Let the interpreter know of any schedule changes or unusual events (such as field trips).
        *Discuss any problems that the student or teacher may be experiencing with interpreting situations.

14. The interpreter will be interpreting everything the student says, so don't be surprised if you hear the interpreter says
something like, "This is so boring." The interpreter is just interpreting what the student said; the student needs to learn that
this will happen. You need to respond to the deaf or hard of hearing student like any other hearing student who would
make such a comment.

15. Do not make a comment in class and tell the interpreter not to interpret it. If the deaf or hard of hearing student is
present, do not talk with the interpreter about the student. Wait until the student is no longer present.

16. Make sure you understand the responsibilities of the interpreter.  If an interpreter's role is only that of a translator,
they should not be asked or expected to do any other tasks.

17. IMPORTANT: *Never ask the interpreter to manage the class, even if the interpreter is a certified teacher.

18. Do not ask the interpreter to manage the behavior of the deaf or hard of hearing students or any other students in the classroom.

*If the I.E.P. says that the student is to have an interpreter, the teacher may not ask to meet with a student without one.

 Copyright © 2005, Danielle Thor. All Rights Reserved.
For problems or questions regarding this web contact [danielle.thor@marshall.k12.mn.us].
Last updated: 04/04/08.