The way I would create an environment that is conducive to learning would be to start off by making the kids feel comfortable to communicate anything with me. Let them know that I care about their success and general well being. I would do journals in my classroom and have them choose to write about a specific topic or I'll ask them a question, have them answer it, and have to ask me a questions too. That way when I grade it i would give them feedback and they would find out something about me too. This, I believe would open like an "open door" policy that lets the students know I care and am willing to help them (whatever the problem may be) (Ormrod 464). I also think it would be nice to let the students take part in choosing classroom activities. I would maybe let them make their own choices on how to complete an assignment and/or how they wanted to spend their class time. This would allow them to explore how to set priorities and feel included in their learning experience (Ormrod 465).
I would try to give my students a sense of school community while trying to work with other teachers in the same grade, but I would definitely want this in my classroom. The book states that "a sense of school community also involves close student-student relationships across various classrooms and grade levels." So, would want to start in the classroom before we go to other classrooms, but from an interpreters point of view I would hope that the teacher would allow the interpreter and the student to get up in front of the class and teach a few basic signs and the alphabet to the whole class like: "hello, my name (insert finger spelled name)," "nice to meet you," and "want to play?" The basics just to start out, but then maybe incorporate it into the lesson like if they are learning animals or something. This would not take up more than 30 minutes of the day and would really make the Deaf child feel included and would improve their learning environment tremendously.

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 has requested a meeting with his parents, who are both hearing, to discuss Luke’s behavior. Assuming that the teacher teaches from the perspective of your chosen theory(ies) of learning, discuss how might you help facilitate her intervention plan for Luke using the professional language associated with your theory.

I would help the teacher facilitate her intervention plan for Luke by showing an interest in his well-being. Just by simply showing that we care about them may just change their behavior around (Ormrod 163). I would also stay there through the entire meeting to interpret and facilitate the communication between the teacher and the deaf student or (if the teacher approves) just be apart of the conversation to include my opinion and feed back on what could be done to help Luke. Maybe there are other factor involved like nutrition, medical care, relationship with siblings, mom, or dad at home that may be the reason why he is acting out at school (Ormrod 22). I would also start taking notes and documenting EVERYTHING that happens. Each time he acts out or doesn't do what he is supposed to do I would just start and keep a record for my sake and to show the parents or principle.