PLE #9

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

I think as an interpreter, I want to make sure the student has good self regulation habits. The age of the child will determine the amount of input the interpreter gives. If the child is in early elementary school, the interpreter will probably need to remind the child how to self regulate and ask if they need to take any books, papers, or assignments home each day. As the child grows older, we hope that those habits become ingrained in that student. By practicing social cognitive theory in the classroom, the teacher will hopefully teach these habits as well. By the end of the year, the student will hopefully know intrinsically to regulate themselves. This also works with self efficacy. Deaf students usually do not have a good sense self efficacy when they start into a public school. Because the student may only have one person to communicate with, they will more than likely need encouragement to interact with peers and teachers. As an interpreter, I want to encourage the student to be more independent. If the interpreter can push the child to be more independent in the younger years, I believe the student will have better self efficacy as he/she gets older. 

In some of our interpreting/ deaf ed classes, we have seen the inverted triangles of interpreter responsibility. I think this describes what I have just said, in a more visual way. 
http://theinterpretersfriend.org/pd/ws/ethics/text.html

PLE # 8- Interpreting Case Study

Educational Interpreting Case Study

This is your first week as an educational interpreter at Brown Elementary School. One of your students, Luke, has completely shut down and is not engaged in learning. During instruction, he refuses to look at you for communication. He has not completed any assignments that would help him demonstrate an understanding of material and has, on several occasions, put his head down on his desk and gone to sleep. On the second day of school, you tried to talk to Luke between classes to find out if there was a problem and he walked away from you. Yesterday, when you attempted to facilitate communication with his math teacher, Luke crossed his arms and turned his back toward you. His math teacher got angry and requested that you contact his parents, who are both hearing, and set up a meeting to discuss Luke’s behavior.

From a behaviorist point of view, I would ignore Luke's negative behavior, but when he was staying on task and engaging appropriately with the class and teacher, I would reward him for that desired behavior. I would try to work with the teacher to find a good reinforcer for Luke. For instance, if Luke really liked gummy bears, I would try to make sure to give him a gummy bear when he would pay attention in class. I think this might initially motivate Luke to pay attention to the interpreter/teacher during class. Also, since Luke might like socializing with his friends, maybe give the class some social time if they are all on task. This would be rewarding for all the students, and Luke would be part of the whole class, and give him a sense of responsibility.   

From a social cognitive theorist, I think the student would learn more from viewing the other students being good and paying attention. I think a social cognitive theorist would say that by observing the classmates keeping on track in class, Luke would want to act appropriately as well. I think for this to work, changes would have to be made in the classroom as well as at home. We would need to maybe change the seating arrangement, where Luke would be less distracted and would want to pay more attention. 

http://www.education.com/reference/article/social-cognitive-theory/

Chapter 8- Interpeting

(8.2) The student for whom you are interpreting must complete an activity that requires him to solve a complex problem with a partner. Rather than collaborating with his partner, your student asks that you just tell him and his partner the answer. How would you re-direct this student and encourage him to work with his partner and persist in the task?

For this scenario, I would tell the student that I was not going to give him the answer and that he needs to work with his partner to solve the problem. I would tell him that I am here if he needs help communicating. If my student needed to talk to the partner, I would interpret. I might encourage him to ask his partner and see if they have any good ideas. Sometimes deaf kids can feel unsure about working with hearing kids because they have to talk through an interpreter. Because they might feel uncomfortable, I might start off the conversation by telling the deaf child that he needs to ask his partner for ideas and help. This might help get the students more comfortable with one another. Depending on the age of the child, the interpreter can tell the student that they are only there to facilitate communication, and are not going to tell them the answer. The interpreter has to set up boundaries from the very first. 
http://www.washington.edu/doit/Stem/hearing.html