The following letter was written by ICRID President Judy Cain and mailed to the Indianapolis Star in Indianapolis.
 
 

Interpreting is Like Working a Jigsaw puzzle

Judy J. Cain, CI

I recently received an email from one of my nieces; one of those forwards that probably has traveled around the cyber-world at least two times.  I usually delete them, but for some reason, I read this one.  It was entitled “Everything I Needed To Know About Life I Learned From A Jigsaw Puzzle” by Jacquie Sewell and contained 13 lessons about life that could be drawn from jigsaw puzzles.  These lessons can also be applied to interpreting as well.

1. “Don’t force fit – if something is meant to be, it will come together naturally.” – If you have the skills to do a particular job, it will feel right, but if you don’t, just don’t accept that assignment; don’t force it.  Someone else out there is probably a better “fit” for that job.  Your perfect fit will come.
    

2. “When things aren’t going well, take a break.  Everything will look different when you return.” – Sometimes we as interpreters just need to admit things aren’t going well and sometimes we need a break. 
    

3. “Be sure to look at the big picture.  Getting hung up on little pieces only leads to frustration.” – To see the big picture interpreters need to prepare for assignments.  Knowing the overall goal of the assignment prevents the little details from frustrating us.  Context clues will be much easier to use.
    

4. “Perseverance pays off.  Every important puzzle went together bit by bit, piece by piece.” – No interpreter becomes certified or qualified overnight.  Top level interpreting requires time, perseverance and effort. 
    

5. “When one spot stops working, move to another. But be sure to come back to it later.” – If one area of professional development becomes overwhelming or frustrating, go to another area and revisit the frustrating area later.  We often gain a fresh perspective after a break from something.
    

6. “The creator of the puzzle gave you the picture to use as a guidebook.  Refer to the Creator’s guidebook often.” – When you are stuck or struggling, get out your reference books, DVDs, Videos or mentor’s phone number.  We can’t do this alone; asking for help is not a weakness, but strength.
    

7. “Variety is the spice of life.  It’s the different colors and patterns that make the puzzle interesting.” – We should celebrate and honor the wide variety of interpreters in our profession; they truly add the color and flavor to interpreting.  Without the diversity, the picture would be boring.
    

8. “Working together with friends and family makes any task fun.” – Networking and making friendships within the interpreting community is invaluable.  Not only can we restore our sanity after a long or difficult assignment, but we can gain perspective that it’s just a puzzle piece.  Working with a mentor can also help improve our “puzzle solving” skills.
    

9. “Establish the border first.  Boundaries give a sense of security and order.” – Establishing limits in business practices, knowing which jobs to accept and which to turn down, having ethical boundaries or guidelines will go a long way in helping establish a sense of “border”.
    

10. “Don’t be afraid to try different combinations.  Some matches are surprising.” – Always be open to new ways to convey a concept or idea.  The one way you learned 20 years ago, may not be the only way to say something.  Your traditional approach may or may not be the best for a given situation.
     

11. “Take time often to celebrate your successes (even little ones).” – Even babies celebrate their first baby steps; why shouldn’t we as interpreters.  Ex – I finally spelled that word right the first time or I finally read the fingerspelling on that person.
     

12. “Anything worth doing takes time and effort.  A great puzzle can’t be rushed.” – Skill development, business sense, ethics and other aspects of a professional interpreter take time to develop.  Master interpreters have been working on their craft for years and were once “babies”.  Be patient with yourself if you aren’t where you want to be.
     

13. “When you finally reach the last piece, don’t be sad.  Rejoice in the masterpiece you have made and enjoy a well deserved rest.” – Then choose a new puzzle – Accomplishment in our profession isn’t the end of the road, but just one leg of the journey.  We as interpreters are never done honing our skill and perfecting our craft.  After we rest from a large “puzzle”, it is soon time to start the next one.
     

So, what is your puzzle?  How many colors and patterns are in the big picture you are piecing together?  Does your puzzle have 500 or 5000 pieces?  Are you working with someone else to put it together? I challenge you to open up the box and start sorting pieces and building your puzzle today.
 

An Interpreter’s Satire

Judy J. Cain, CI

In the educational setting, interpreters are called on to help teachers convey many different and difficult concepts to students.  High school students often read different genres and are required to analyze and understand them.  One of these is satire => any writing designed to cause the reader to feel critical about the subject; usually focused on existing conditions, which are less than satisfactory.  Satires can contain understatement, overstatement, or sarcasm to name a few.  I offer the following satire to help educational interpreters analyze their work environment and to hopefully begin a conversation.

Interpreter Shortage – A Possible Solution

In recent years the advent of Video Relay Interpreting companies like Sorenson, Sprint, MCI and the others has caused a shortage of interpreters who are willing and able to work in the community and educational settings.  These companies provide a wonderful service to Deaf consumers that offers great freedom and independence that is unprecedented.  However wonderful video relay interpreting is for the interpreters and consumers, it has caused a huge void in the educational system.  Interpreters who once worked in school settings have now “jumped ship” to the real paying jobs with real benefits and who can blame them?  The opportunity to earn a real wage of more than $6.00 per hour and break out of the poverty ranks is too tempting to pass by after all; interpreters have families with needs too.  The former educational interpreters who aren’t working in Video Relay are now community interpreters and don’t have to put up with the snotty noses, untied shoes, kids without homework, jammed copy machines, grouchy teachers, grouchy students, breaking up fights, etc.  Now they can go to the job, and come home with a real pay check in hand.  Life is good.

Because so many former educational interpreters are no longer working in the educational setting, many school systems are understaffed leaving Deaf and Hard of Hearing students to fend for themselves.  Some parents and students may see this as a problem that needs solutions as soon as possible by hiring a qualified interpreter to fill those positions, but understanding the school’s perspective and position may help shed light on the situation in a way that will be a win/win for all involved.  Several benefits are lurking in this scenario waiting for discovery.

First, Deaf and Hard of Hearing students who were once dependent on an interpreter for information can receive the content directly from the classroom teacher.  Gone is the middleman and that expense; this is a great turn of events because like all the TV commercials, companies strive to eliminate the middleman thus cutting costs.  The student can lip-read the teacher and take notes at the same time because common knowledge says that every Deaf person can read lips; when one sense is gone the remaining senses become more enhanced.  The confusion of who to watch or pay attention to eliminated; now the student can focus solely on the teacher.  Students, especially at the elementary grades, don’t genuinely pay attention to the interpreter anyway.  School systems ultimately save thousands of dollars by encouraging this lip-reading method. 

Second, school systems will help foster independence in the Deaf and Hard of Hearing students by eliminating the interpreter.  The student will not be tempted to ask the interpreter for answers to questions on a test or homework assignment.  They can copy off of other students just like everyone else does in the classroom.  No more special treatment, equality for all.

Third, the goal of most school programs and IEPs for Deaf and Hard of Hearing students is to preparation for transition into the working world.  Schools have done a disservice over the years by providing interpreters to students in the school setting because once students graduate with their certificate of attendance (on the five year plan) they will no longer have their own personal interpreter to take with them everywhere they go.  Schools will better serve the students if they don’t provide interpreters and start that transition process sooner.  After all, what teenager doesn’t want to be independent?  Schools have an obligation to help reduce the disability if possible, not to add to the child’s handicapping condition.

Fourth, for those stubborn Deaf and Hard of Hearing students who still insist on having an interpreter, schools can simply find someone coming out of a Barnes & Noble or Borders Bookstore with one of the big three books of all interpreters: The Joy of Signing, the yellow Signed Exact English Dictionary or Signing for Dummies Sign Language book and hire them.  The fact that they care enough to buy the books implies their desire to be a helper and all of the stubborn Deaf students love having helpers.  These interpreters will work for very little money and can learn on the job. After all, the law only requires the schools to provide an interpreter – it doesn’t require the very best interpreter.    Many other companies hire employees and then train them on the job.  Interpreting should be no different. 

As you can clearly see school systems have several options available for saving money by either eliminating the interpreter all together or for finding creative ways to find and hire interpreters in training. 

Authors note:  Please understand this was simply a satire to bring attention to the issue of educational interpreting and the many problems that arise for everyone involved.  The article makes light of the dilemma, but please understand this is a very serious topic and we as interpreters and as an organization need to be helping educate the educators, parents, and students as to the real Best Practices for educational interpreting. 
 

                                                Educational Interpreters Are Not…
                                                                 Submitted by Judy Cain, CI

Following the tradition of Indiana native David Letterman and his Top Ten Lists, I thought it would be appropriate to publish a new list to ago along with the new school year. Many of these are common sense to those of us who are working as educational interpreters, but for others who are unaware of Best Practices, this list can be used as an educational tool.

10. Educational interpreters are not diaper changers, nor should they have bathroom duties of any kind except their own needs. Many educational interpreters have developed bladder control problems due to years of sitting in the classroom and refusing to interrupt a 50 minute lecture to go to the bathroom.

9. Educational interpreters are not recess/playground monitors and are only out at recess to help facilitate communication between the deaf students and the hearing students. Please do not use them as a dodge ball target.

8. Educational interpreters are not personal secretaries for classroom teachers -- this includes making copies, making and distributing cups of coffee, decorating bulletin boards or other menial jobs unrelated to language facilitation. They have enough senseless duties once they get home to their spouse.

7. Educational interpreters are not teachers (unless they really are and have licenses to prove it), nor should they be asked to teach any class, especially a sign language class. Interpreting and teaching simultaneously, is never a good thing.

6. Educational interpreters are not tutors (unless ALL parties involved agree to the conditions of that and unless the interpreter is not needed to interpret during that time). Of course, being asked to tutor a subject that one has no clue about is also not wanted or needed.

5. Educational interpreters are not para-professionals, teaching assistants/aids, nor should they have other job titles or duties. They ARE interpreters and should be paid accordingly. Sadly, I heard $7 is the going rate. This needs to change!

4. Educational interpreters are not the classroom monitor or disciplinarian -- that job belongs to the classroom teacher or the parent once the child is home.

3. Educational interpreters are not the deaf student’s mother or father, so don’t ask them questions about the student. All questions should be directed to the student. Students asking the interpreter for lunch money is also inappropriate, besides at $7/hr., they can't afford lunch for themselves.

2. Educational Interpreters are not mind readers who can predict what the teachers will be doing. Preparation time is crucial for good interpreting. Teachers should provide outlines, books, notes before class to help ensure the quality of interpreting. Medication and weekly therapy sessions are also strongly suggested.

1. Educational Interpreters are not language censors, but ARE language specialists who allow classroom teachers communication access to the deaf student(s). Anything that is heard is interpreted. This includes boring teacher lectures, jokes and stories about their grandkids. On a positive note, it also includes all juicy gossip and what not to eat for lunch.
 

Growing or Shrinking?

By Judy Cain, CI

I recently attended a very powerful life-changing workshop that helped me re-adjust my outlook and approach to life. One of the main points emphasized by our facilitator was that people exist in two states: we are either growing or we are contracting/shrinking. We are either improving or becoming worse. There is no middle ground. If you feel like you are just "coasting", you are actually slowing down and shrinking.

This concept holds true for our professional lives as well. Are you consciously growing as a professional? Are you intentionally improving yourself? Do you engage in discussions with other interpreters? Do you seek to improve your skills, even if you re the world's best interpreter? Do you help foster the next generation of interpreters and give them guidance? Do you attend workshops & conferences to keep current on issues that affect interpreting? Do you belong to your state and national organizations? Are you involved in those organizations more than just paying your dues? Are you stretching yourself professionally?

OR... Do you sit back and wait for things to happen to you? Do you complain that you can't get CEUs because there's nothing close to you? Do you always point out the "can't do... rather than the "why not..."? Do you avoid interaction with other interpreters? Do you resist being involved? Do you feel you can't help anyone? Are you afraid you will make a mistake? The list could go on and on, but I think you get the point.

No matter where you are physically, mentally, or professionally, you have the choice to either be growing or shrinking. You will make a difference with each choice, but the decision is yours as to which kind of difference you want that to be. The choice is yours... Growing or Shrinking? I choose growth!!

                                         How Can I Get my RID CEUs?
                                                              By Judy Cain, CI

Many people have asked, “How am I supposed to get my CEUs when I live so far away from everything?” or “… when I have a full time job and kids to take care of?” or “… when I can’t afford the money and time to go to a big conference?”  Substitute your own excuse to end the question.  Without discussing the fact that an interpreter who considers himself or herself a professional will do whatever it takes to keep learning and improving his/her skills, let me give a few ideas for earning the much needed CEUs: RID approved events, academic coursework, non-interpreting workshops, and independent study projects.  RID’s Affiliate Chapter Relations Committee’s (ACRC) handbook outlines these options.

The easiest way to earn CEUs is to attend an RID CMP sponsored event.  These workshops have gone through the approval process and are just waiting for you to attend and learn.  Simply watch for the RID CMP and/or ACET logo in the advertising.  There will be very clear language about the target audience, the level of content needed to attend and understand the workshop, and the number of CEUs offered.  Simply attend, learn, fill out the evaluation form, get some sort of proof of attendance and sign the CEU form either a scantron-style form or sticker sheet complete with your RID number to earn the CEUs for each workshop.

A second way to earn CEUs is to take academic coursework from an accredited institution of higher learning during your CEU cycle.  A 3 credit hour semester-long class will equal 4.5 CEUs and a 3 credit hour quarter-long will equal 3.0 CEUs.  To receive this sort of CEU for college classes, contact an approved sponsor (ICRID is one) and ask for an academic coursework activity plan and report.  Get and send a copy of the syllabus or course description to the sponsor.  This will help determine whether your CEUs will be professional studies or general studies.  Attend the class earning at least a “C” or 2.0 GPA then send all the paperwork plus a copy of your transcript or grade card to the sponsor before your CEU cycle ends. 

A third way to earn CEUs is by a Participant Initiated Non-RID Activity (PINRA) Examples:  a school district in-service, auditing college level classes, corporate training, community education class, a non-credit course at an educational institution or classes offered by non-RID sponsors.  To receive this sort of CEU you will need to complete and submit a PINRA form at least three weeks prior to the activity.  This will give the sponsor time to review the information so the activity can be approved.  Typically one hour of instruction will equal .1 CEU.  You will also need to submit a brochure, flyer, or program booklet showing the structure and goals of the event along with a copy of your registration form.  After the completion of the workshop, submit proof of attendance and all other PINRA paperwork within one week. 

A fourth way to earn CEUs is by setting up an independent study. This could be anything that is “self-designed for educational experiences for the enhancement of skill and knowledge in a specific area” of professional interpreting.  Independent studies could include: original research or literature review, writing for publication, being in a study group, developing a curriculum, teaching a course/workshop, skill development with videos or partners, reading pertinent materials, mentorship, or book studies.  Contact the approved RID CMP sponsor for the paperwork for Independent Study Activities.  Develop your idea complete with goals that can be measured.  You will need to be able to answer/describe the following:  What will you do? How will it benefit your work as an interpreter? What are the measurable goals? How will you accomplish your goals?  How will you show what you learned?  How much time will it take and How many CEUs is it worth?  All paperwork must be submitted and approved before you begin the activity.  How many CEUs is it worth?  All paperwork must be submitted and approved before you begin the activity.  Keep all supporting documents while you work on the project.  Send all documentation and materials needed to support your activity to the sponsor within one week of completion.  If everything is in order according to what was agreed on prior to your start, CEUs will be awarded. 

Attending workshops sponsored by RID is not the only way for interpreters to earn their CEUs.  Feel free to be creative and find ways to develop your skills and knowledge.  Contact Carrie Westhoelter at icridcmp@hotmail.com  for more information and appropriate paperwork for earning CEUs. 

IIC and EIC interpreters can attend any approved workshop and plus fill out the appropriate form with DHHS to earn CEUs.  Visit http://www.in.gov/icpr/webfile/formsdiv/51381.pdf   for the CEU form.  Good luck, have fun and learn, learn, learn.

From the ICRID President...     
                              Who is your hero?

Success in any area of life does not occur in a vacuum, but smack-dab in the middle of life events both good and bad.  No one can be successful without support from family and friends, the guidance from mentors, and encouragement from staunch supporters.  These family members, friends, mentors and supporters are heroes in my mind.

We all have heroes in our life.  I have several heroes myself, but my biggest hero of all is a no-brainer.  There is a cute saying that goes something like this... "Behind every good man is a great woman", but in my situation it is a little different, "behind every good woman is a great man".  The great man behind/beside me supporting me, encouraging me is my husband, my hero, Gary.  We have been married 13 ½ years and he has supported me in reaching all my goals since the day we met.  When I came to him with the idea of going back to school to get a second bachelor's degree in a new profession, he was all for it, even though we had to scrimp and save to scrape money together each semester for 5 years to afford it, money that we simply didn't have at the time.  He never once suggested that I stop going until we could better afford it.  He supported me spending weekends with my study groups, attending Deaf Community events, or attending workshops and conferences, which were often overnight, out of town or out of state, knowing how important they were to my professional development as an interpreter.  Gary celebrated with me when I finally earned the degree and could stop driving over an hour one way to school twice a week plus weekends.

Gary is my hero because he supported me when I got a phone call asking me to accept the appointment to be the vice-president of ICRID.  He knew I would be away from home for board meetings and ICRID events.  He knew I would need to spend more time on the computer answering emails and time planning the annual conferences.  I'm not sure he understood at the time how much our house would become a storage building for conference supplies, including the recent Region III "warehouse", but he never complained (at least not seriously).

Gary is my hero because when my 2 terms as vice-president were coming to an end and I was being encouraged to seek nomination for president, he supported me and told me I should go for it.  He knew how much more time I would be away from home, how many more hours needed to answer letters, phone calls and emails, and yet, he encouraged me to do it.  Gary truly is a special man. 

Now you may say, those things are nothing special for a spouse to do; that's what marriage is all about.  I would agree with that.  What really cements Gary's hero status in my mind is that when my best friend called and said that he found a job for me in Indianapolis, Gary encouraged me to apply for it, knowing that if I got the job, we would be packing up our life and moving 180 miles from "home", family and long-time friends.  He was still encouraging as I packed up my car to start my new job 180 miles away leaving him in Angola to sell the house before joining me 3 ½ months later.  There is no possible way for me to express to him how much I love him and admire his giving and encouraging spirit.  I am convinced that if someone were to look up the word hero in the dictionary, they would find Gary's picture there next to the definition.  If I am a success at the things I do, it is only because I have the world's greatest supporter encouraging me all the way to do my best, my hero, my friend, my husband, Gary.

Judy Cain