Originally Posted by ayala920
I work in a treatment facility, so I don't get to have the "go in, interpret, don't share your input" role.
Even if that weren't the case, I wouldn't see that as inappropriate. I've been in the same situation where the deaf student makes lots of side comments to me that he has made perfectly clear he doesn't want voiced. Most of the time they're the kind of self-talk that many students, deaf and hearing, engage in so I don't have a problem not interpreting it. However, sometimes it's a clear comment TO ME about the teacher, or the work, or whatever. I start with an innocent question about whether I should voice it, and that usually stops the commentary, but if the student continues, I do at some point have a discussion about how he should only sign things that he wants voiced because I can't necessarily tell the difference.
(That may sound disingenuous, because obviously both I know and the student knows he doesn't want me to say out loud "Boy this teacher just goes on forever with her boring stories," but honestly I've had it happen more than once that a teacher will ask a question of the class, the deaf student will sign what seems like a response to me, I'll voice it and then the student goes "No no no, don't interpret THAT!" Well, how am I supposed to know?)
I think we interpreters often tend to lean towards the deaf clients' side because of the inherent power difference, but there's a point where it really isn't fair to interpret everything voiced into sign but not interpret what's signed into voice, especially if a student is knowingly taking advantage of the situation.