You are feeling the pressure to get through the course material as quickly as possible. In your rush you talk rapidly, move quickly through overheads, and hold class questions to a minimum.

You're presenting new concepts and new vocabulary so quickly that the interpreter/captionist is frequently asking you to repeat information to catch up.

Often the interpreter/captionist finds himself/herself in the situation of conveying just the core of the information presented; they may not always have time to signal the Deaf/HH students when there is a change of topic because the information is being presented at such a rapid pace.


NOTE: The handout provides you with strategies to slow your pace and reduce the amount of material covered in class.

Interviews with faculty have found that new members feel more pressure to cover a significant quantity of material in each class, whereas more senior faculty are selective of the concepts to be covered and present those in more depth.

NOTE: The handout at the left provides you with an in-class evaluation form you can use to obtain feedback from students on whether or not your strategies are successful

Strategies you can use if you believe your pace is too fast:

  • Slow down. The rapid pace of instruction was one of the top areas of concern by deaf, hard-of-hearing, and hearing students in responses to a survey.

  • If you are presenting the material at a fast pace, and you know it, slow down; if you have never thought that the pace was too rapid, reconsider.

  • Rethink – and reduce -- the material to be covered in class. Present additional material in alternate formats such as in homework assignments, as part of a group project, as a reading assignment, or as an online learning activity.

  • When you are presenting material, provide clues to indicate when you are changing topics. Verbally indicate that the topic is changing, pause, point to the slide, draw a line on the board, etc.

  • Check with the interpreter/captionist, or with hard-of hearing students who may not be using access services, to make sure that they are able to keep up with the lecture.

  • Write important words and formulas on the board. Do not speak until you are finished writing. Use this method to force you to slow your pace. If using a Powerpoint presentation,  provide access personnel with a copy.

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