Written by an ASL interpreter

Remember the interpreter is about 4-6 seconds behind you. If you are fielding questions, wait a few extra seconds to see if the Deaf student has one. Often instructors will say, "Any questions, no? Good, moving on..." and a couple seconds later the Deaf student's hand goes up. Then, the teacher has to back up and it's awkward for everyone. You can also make eye contact with the Deaf student to let them know you see them and are waiting to see if they have any questions. Also, be aware that interpreting jokes is challenging! It often requires additional context and background explanation to make the Deaf student understand. The whole class may be laughing at your joke...then about 10 seconds later, the Deaf student will laugh (if it was a good one).
Any games that require quick answers will automatically disadvantage the Deaf student. Adapt games or create a carve out so they don't have to race hearing students to participate.
Make information explicit, avoid implicit statements. Say what you mean, avoid hinting around and then giving the class a 'nod' or 'shrug' and some vague statement like, "you know?" - I've interpreted teachers who end almost every statement with some kind of body language and ambiguous commentary...then I must guess what you meant, or implied and craft a message according to my best guess. Be clear, it's going to help everyone, not just me and the Deaf student.
Going fast is not as bad as talking in circles. A lot of my work is based on prediction skills. If I know what you mean, and I can see where you are headed, the message I relay will be that much clearer. If you constantly digress, and fail to return to the main point, I'm lost, the Deaf student is lost, and several other students in class will begin to check out. I'd much rather interpret someone who speaks quickly, but logically and progresses through the content in a rational manner than interpret someone who is disorganized and all over the map.
With that being said, the faster you go, the less I can transmit. At a normal pace, I am giving the student 90-95% of your lecture. If you are racing through the content, I can maybe provide the student with 80-85% of the information. Consider this, if I'm dropping info, how many of your other students are checking out?
Turn captions on ALL videos. Yes, could potentially interpret a video, but then the student isn't watching the video, they are watching me, or playing neck jockey trying to figure out how my signs match up with what's on screen. This is especially true if there is voice over, dialogue (and I can't see the speakers to identify where the voice is coming from), or overlapping dialogue....which is more common than you might think. Also, beware of auto-captioning, sometimes it's worse than no captions. It's best practice to review the quality of captions on any video you plan to share before showing it in class.
Don't include the interpreter in your lesson, or classroom banter. My job is to provide access to the student, not to be your buddy, or provide comic relief. Don't ask me to watch the class while you leave, it's not my job and I'm bound by confidentiality protocol. I can't help with classroom management.
It's very awkward when instructors try to cultivate a relationship with me, but ignore the Deaf student: Ouch. We are both there for them, if you are talking to me, I will most likely interpret your words so the student is not left out of the conversation. Imagine how paranoid they might feel, are we talking about them? Commenting on their performance, etc? Avoid that kind of thing, always put the student first.
Group work can be tricky, especially if the room gets loud and students begin talking over each other. I can interpret exactly one person at a time, overlapping speech means I must choose which content to leave out. If I must, I'll interrupt and try to mitigate a bad group environment, but it's better for you, as the instructor, to control the classroom - not me. Also, I've been in classrooms where the teacher says, "Okay, get into groups of (2/3/5) and the students have absolutely fanned AWAY from my Deaf student. Groups quickly form and the Deaf person is left out. Then, there is this painful process of "Okay, who wants to work with ____, anyone?" Ouch. Better for you to assign groups in such a way that the Deaf person isn't singled out.
Cochlear Implants are not a cure. CIs can help, a lot, and in a quiet room CIs can capture speech about 80% of the time. However, I have interpreted for many CI users, that should tell you a lot. Batteries can go dead and are expensive, processors break and only have a 10 year warranty. Also, CIs require "Active Listening," whereas reading sign language is an easier, more passive activity for most Deaf people. Some of the CI users I work with take their devices on or off depending on energy level and classroom environment. Allow the Deaf person to "listen" however they choose, maybe watching the interpreter sometimes, and using CIs sometimes, or switching back and forth as needed.

Finally, I have a YouTube channel with a crash course in basic ASL, called "ASL BOOTCAMP" you can access it HERELinks to an external site.: