Jacoby

Situation: Cassie is a 2nd grade student. The class is grading each other's math pages. The
teacher is giving the answers at a pace that is sufficient for the rest of the class but Cassie is
struggling to keep up and is getting further and further behind.
Pre Demands:
Need to know the lesson before
Intrapersonal: I hate math!
Im tired today.
Interpersonal: Teacher is frustrated that interpreter continually asks her to slow down.
The deaf student is the class clown.
Environmental: The class is loud.
Seating arrangement
Paralinguistic: The teacher has an accent.
During Demands:
Have to hold many numbers in your head
Paralinguistic: The teacher talks past
Teacher repeats number and throws off your memory
Interpersonal: Deaf student is distracted because another student is bothering them.
Intrapersonal: I am wishing the deaf student would go faster.
Deaf student/interpreter cant keep up with the class.
Intrapersonal: Deaf student asks the teacher to back up and I feel that makes me look bad.
Post Demands:
Teacher is upset
Teacher/interpreter relationship is damaged worse
Grade isnt right because the assignment wasnt graded properly by the Deaf student.
Student approaches Deaf student about their poorly graded assignment.
Feel bad for the deaf student
Pre-Controls:
Ask teacher for a copy of the answer key
Conference with the teacher on how to improve the situation-will allow the
teacher to understand why interpreter continually asks her to slow down
Read the lesson plan before class
If you really hate math, dont accept that position.
During controls:
Ask the teacher to speak louder so you can hear over the noisy class
Sit closer to the teacher
Interpreter can write the numbers down as you go
Make sure you feel good: get a good nights sleep
Post Controls:
After grading is finished the interpreter could look over the graded paper and check
it

How would I handle the situation to make it go more smoothly in the future? Which control
would I choose?

Jacoby

For this scenario, I would employ a pre-control and approach the teacher before class
asking for a lesson plan or an answer key. Having the materials beforehand would help the
teacher and me maintain a successful classroom. I would be prepared for the day, wouldnt have
to interrupt the teacher, and if the Deaf student fell behind, I could help her as needed and
continue with the day without interrupting the entire class. If the student fell so far behind, I
could share the answer key with her so that she could correctly and efficiently grade her
classmates work and then rejoin the class in ample time to be involved with class activities.
Speaking with the teacher before class also gives me a chance to explain the situation and
smooth over the relationship with the teacher. If she understands my struggles, she may have
various ideas to help the situation or may be willing to work with me to improve the students,
and my, experience.