A Community of Practice for Interpreting: the missing link

As I attend conferences and share thoughts with colleagues, I realise that the Community of Practice mindset is far more than a model to work with, it is deeply embedded in everything I do. As I read and research further into a new CoP model for interpreting studies and the evolution of the interpreting profession, I become more and more aware that the CoP seed is growing faster than I expected.  This is especially true in my teaching. When I say 'teaching', I don't only mean 'formal time in the classroom'. From the first encounter with a potential student to the moment a graduate is working and happily doing so, there is a bond that needs nurturing. The formal teaching as well as the informal chats and what I call the 'hot chocolate treatment' are all part of what I call 'teaching' and 'learning'.  Photo selected on http://www.sheknows.com By the way, the 'hot chocolate treatment' is simple: when I see a student who struggl...

Every cohort of students differs from one year to the next...one could get used to it. However, call me naive, I never cease to be taken by surprise. This year is not different. Let me explain... Designing a lesson or a course goes far beyond what makes good content and how to best convey knowledge and key concepts. It is all about designing an experience that keeps you motivated, learning and asking for more.  However, there are different categories of lessons.  First, there are lessons you enjoy teaching. You have tried them before, you have refined and fine tuned the outcome; like with play dough, you can mould your lesson to individual students' needs, the uniqueness of a  group, and their likes and dislikes.  Then, there are lessons when you know that you need to dig further into ideas, knowledge and innovative strategies to make your lesson work.  Your inquisitive mind is then fully switched on (Origin:www.redbubble.com) Finally, and th...