The start of a new course can be really nerve-wracking, even if you’ve taught the course many times before. As the teacher, it is your responsibility to establish the atmosphere, make everybody feel welcome and warm up the room. Here are ten easy steps you can take to ensure that your students are comfortable and able to connect with you and get the most out of your course.
Find out what brought them to you
There are many reasons your student may be on your course. Knowing why, and responding to their specific needs means they get the best they can from you and your course and forms a more interesting, collaborative relationship than you just talking at them. Are they having a particular issue with cracks in their glass? Make sure you take the time to go over compatibility and stress with them.
Having this conversation is also likely to reveal to you something about each student’s personality. Are they of a nervous disposition? Are they excited and full of questions? This knowledge will allow you to adjust your own behaviour to meet them where they need you. Teaching is performative, feed from the energy of your students.
Create space for student interaction
Have everybody introduce themselves. This will start a dialogue between your students and take the pressure off you to do all of the talking. I’ve seen some beautiful lasting friendships begin this way. It adds a social element to your course that makes everybody that little bit warmer and more relaxed.
Recognise that people learn in different ways
… and at different paces. Teaching, even when you have a group of students at a similar skill level, can be like trying to keep lots of different balls in the air. You need to strike a balance, giving each student your focused attention, at the appropriate moment. Some students will be visual learners, absorbing what they need to through watching your demonstrations. It will only make sense to others when they’ve had the opportunity to practise it themselves. Make space for your students to learn in the way that works best for them. Demonstrate everything, even if it seems obvious or silly (like cleaning glass!)
It’s so important not to be rigid. Expect your timetable to change and prepare accordingly. If you know a student works slowly, dictate a project size that means they will have plenty of time to complete the process without feeling rushed. Have other projects in mind ready to go if some finish earlier than others. Your lesson plan is just a guide. If you’re immoveable on it you may stifle their creativity and if you’re stressed out about your timetable, they will pick up on this. So basically…
Be flexible
…within reason. Hopefully you will have advertised your course effectively, and the students will arrive aware of the content of the course and the skill level they need to be at to best undertake it. You may have stipulated a size of project, a colour palette suggestion or a theme, and you may have students who want to branch out from this. Allow them to do so. After all, your job is to share your skills and enthusiasm to help them find their own artistic path. They'd rather create a frit landscape of their favourite Scottish highland view rather than the seascape you had in mind? Let them go for it, the skills are transferable. I say 'within reason’ as you need to establish the balance between creative freedom and letting one student go so far off-piste that it’s detrimental to the rest of your group. Do a quick calculation in your head. If the skills you're teaching are the same and your kiln space allows, let them go for it.
(Slight aside… Never tell a student they can’t do something because it’s a project on a different course you run. That’s a quick way to isolate them and makes them feel that your primary focus is selling your courses and not sharing your knowledge. Of course, there will be other reasons that a project could be impractical, such as lack of accessible/prepared materials and equipment, time available on the course, difficulty level and prior knowledge necessary. Choose any of these reasons instead, and be apologetic.)
Don't make demands
Your language is very important. When offering creative advice, explain that your suggestions are things they 'could' try, rather than 'should' or 'must'. By choosing the wrong words, you can undermine your student. Your words should always be constructive. Remember that there is no ‘wrong’ when it comes to creating a piece of glass art if you’re using compatible glass and an appropriate firing program. Your student has constructed a piece with wildly varying thicknesses? Explain the risks, explain how the firing program will need to change, and if they want to, let them go for it! Always be aware that breaking the rules, while understanding the rules, is the sweet spot where new ideas and techniques are born.
Keep it professional
While it might seem like an ice-breaker to mention that you're running on three hour's sleep courtesy of your toddler, it can be an uncomfortable update for someone who is paying you to give them 100%. Knowing that you are tired, even if you are putting on a good jolly façade, may cause your students anxiety and make them reluctant to lean on you as much as they need to for fear of adding to your load. You need to be the serene, grounding pillar in the room, so keep any personal struggles under wraps.
Keep it clean
Don't swear, obviously. Never speak poorly of your competitors. Any opinions you may have are not the business of your students. This behaviour reveals a level of unprofessionalism in you, and does not serve to make your students feel comfortable to be creative, in a situation where they know there is tension. In the same vein, never speak poorly of a venue that has hired you. The glass community is very close knit, and you only serve to damage your own reputation by doing this. Quality speaks for itself, and if you're the right fit for your students they will stick with you.
Be prepared
Make sure every tool is in place. Every piece of glass. While your students may dictate flexibility in your plan, it’s important that you don’t go off on your own tangents. If it feels chaotic, your students will lose confidence in your ability to hold structure. Being prepared also means you can relax a little, knowing that everything is ready. You can focus on sharing your passion and enthusiasm.
Be patient
One bit of feedback I love to receive is when I’m deemed 'unflappable'. And it's a pretty obvious one right? Your students have shown courage to try something new, and if they are finding it difficult it can be very stressful. You have to create the calm atmosphere. Reassure. Try a different way. There are no stupid questions. You can always demonstrate again. Take care to spend equal time with each student. Some students will need, and at times demand, more of your time than others. You need to make sure that you are in control of the room. You may have a shy or less confident student who is reluctant to speak up if there are louder members in the group. It is your responsibly to recognise this and respond accordingly to make time for that student. An 'is everybody ok?' when you get a spare moment, can also go a long way.
Make them feel safe
Demonstrate you've thought about and taken actions to ensure your students’ safety. Make sure your risk assessment and health and safety paperwork is up to date. You should also have public liability insurance and a safety data sheet for every hazardous product you use. Have a first aid kit easily accessible. Importantly, as you proceed through your course, make a point of demonstrating the use and need of any safety equipment or practices at each appropriate moment.
If you are fully prepared for your course and react intuitively to your students, you should be able to create meaningful relationships that make the experience as valuable as possible for them and encourage them to continue learning with you.
Thank you for reading, I hope this has been helpful!
Catherine Dunstan is a glass artist and teacher working predominantly with fused glass. She also has seven years’ experience producing glass courses with local and international artists, booking them to teach in the UK.
The Resources for Teachers blog speaks mainly to those teaching glass, but its content is also applicable to creative courses in other mediums.
© Catherine Dunstan Glass 2019. All rights reserved.