mybcuteachingjournal-blog

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Brookfield, S. (1986) Understanding and Facilitating Adult Learning. USA: Jossey-Bass.

Carnegie, D. (1998) How to win friends and influence people. London: Vermilion

Dewey, J (2007) How We Think. Stilwell: Digireads.com

Dweck, C. (2017) Mindset: Changing the way you think to fulfil your potential. London: Roninson

Gatongi, F. (2007)  Person-centred approach in schools: Is it the answer to disruptive behaviour in our classrooms?. Counselling Psychology Quarterly. 20(2)/ 205–211. Available at: http://www.tandfonline.com/doi/full/10.1080/09515070701403406?needAccess=true [Accessed 6 December 2017].

Gibbs, G. (2013) Learning by doing. [pdf] (first edition) Oxford. Oxford Brookes University. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf [Accessed 16 October 2017].

Gravells, A and Simpson, S. (2010) Equality and Diversity in the Lifelong Learning Sector. Exeter: Learning Matters Ltd.

Lawrence, D. (2006) Enhancing Self-esteem in the Classroom. 3rd Edn. London: Paul Chapman Publishings.

Linsin, M. (2010) How To Praise Students And Influence Behavior. Smart Classroom Management . Available at: https://www.smartclassroommanagement.com/2010/11/27/how-to-praise-students-and-influence-behavior/ [Accessed 3 Nov 2017].

McLeod, S. (2014) Carl Rogers. Simply Psychology. Available at: www.simplypsychology.org/carl-rogers.html [Accessed 22 December 2017].

Quigley, A. (2016) The Confident Teacher: Developing successful habits of mind, body and pedagogy. New York: Routledge.

Rogers, C. (2003) Client-Centered Therapy. London. Constable & Robinson Ltd

Scales, P (2013) Teaching in the Lifelong Learning Sector. (2nd Edition) Great Britain: Open University Press.

Schon, D. (1982) The Reflective Practitioner. How Professionals Think in Action. USA: Basic Books inc.

University of the Arts London (2017) Level 3 Diploma and Extended Diploma in Art & Design. Available at: http://www.arts.ac.uk/about-ual/awarding-body/qualifications/art--design/level-3-diploma-and-extended-diploma-in-art--design/ [Accessed 13/12/17]

Wallace, S. (2002) Managing Behaviour and Motivating Students in Further Education. Exeter: Learning Matters Ltd.

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A very brief conclusion to what has been the beginning of a great and long experience. Having the pleasure to witness several tutors monitor, control and inspire a class over the past three and a half months has been inspirational. I have experienced highs and lows, fantastic and questionable teaching methods and individuals display incredible talent. I understand my professional roles and responsibilities. (PS 12) How to inspire and motivate my learners, (PS 3) and my own knowledge regarding my vocational area has increased immeasurably. (PS 7)

In regards to approaching and handling various situations there are practices and theorists that I have used continuously to inform my actions. The methods of Dweck (2013) continuously dictated how I praised individuals. Her idea of encouraging a growth mind-set, where the learner remains curious for more information with a lust for development is supported by praising the learners method and not just the outcome. Praising one’s method reinforces that learners association with progress. They identify that if they continue to use that method and tweak others, they will continue to improve whereas praising outcome is the equivalent of saying you have nothing left to learn.

Schön’s (1984) method of reflection saved me on several occasions. Reflecting in-action was a process I found myself using subconsciously after a while. Being faced with challenging situations such as finding out you are the only tutor, just five minutes before a lesson or when a group of students are misbehaving with the potential of huge disruption. My ability to quickly access a situation, reflect, then act appropriately is now invaluable. I still have a long way to improve with some outcomes of my actions not being successful but that is where reflection on-action comes into play. (PS 10)

I will continue to benefit from all experiences, not only for the rest of my placement but my whole career. I am excited to see my learners develop and become independent adults, to see my teaching method adapt to the ever changing leaner needs and embrace the diversity that fills our college’s.

Thank you.

“When life knocks you down, try and land on your back because if you look up, you can get up!”  Brown, L.

Total word count 6,203

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The Paper Work Side of Things.

For the first time I had the opportunity to independently review the personal profiles of my level 1&2 learners. Assessing their grades, attendance and addressing any outstanding targets. The main aim of today was their Maths, English and functional skills attendance percentages and ensuring they were on track and maintaining an acceptable percentage, this was to be monitored by setting them personal SMART targets that would be reviewed at the end of term. (PS 16,17)

In preparation of the one to ones I reviewed all learner’s attendance beforehand, noting down their current position and what I expected of them. I remained as realistic as possible when setting their target percentages. It is unfair and almost unobtainable to demand 100% attendance from a student who currently has 65% so staying true to the SMART target rules, I kept them ‘realistic’.

This preparation saved me a lot of time when my students came for their review. I was able to immediately address any concerns rather than mess around trying to find their information. This I hope conveyed a professional manor and if not, it at least calmed my nerves knowing I was well prepared. More importantly it meant that all students, asides from any additional unexpected problems or questions weren’t away from the lesson longer than necessary. 

Leading up to the tutorials, the area of most concern to me was my ability to remain clear and concise in what I was saying and maintaining a professional, serious manor whilst remaining friendly to defuse any tension. After the first couple of learners I had begun to calm down and develop a rhythm, my posture had become more relaxed while my sentences had become clearer and direct. The learners seemingly understood what was required of them and the importance of their attendance was abundantly clear. (PS 12) To conclude, I feel I have experienced more of the ‘behind the scenes’ work that goes into being a teacher and having reviewed my learners personal profile, I am now armed with a deeper understanding of them and what is required of myself to help them individually; enabling me to be the best I can be by understanding my professional role and responsibilities.

12/1/18

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Assessment

As previously mentioned it is assessment week and today was my first opportunity to assess and mark a piece of work. (PS18) To begin I supported a colleague, reviewing the work and together, coming up with appropriate feedback and SMART targets for the learner to utilise in their FMP. (PS20) He demonstrated the online system they use to document all feedback and grades and the format in which they do so. Several word documents were given to me as guidelines to provide phases and pointers to inform my feedback and a generic template that allowed me to then assess without assistance.

It was an extremely unusual experience being on the other side of a marking procedure but one that provided me with a great deal of information. I learnt to critically evaluate a body of work while remaining impartial and simultaneously giving clear and usable feedback.(PS12) I made sure I combated any ‘negating’ with an area to improve to ensure the learner would not be disheartened and demotivated, while setting clear SMART targets that would enable the learner to obtain a higher mark. 

It was a steep learning curve regarding the level of English that is required of a tutor. It must remain legible and clearly signpost all information but be of a standard of English that promotes professionalism. This is where the provide resource and thesaurus came in handy. There is only so many time you can say “you creatively” in a single assessment.

This whole experience will benefit me in the future, not only in other assessments but 1:1 tutorials also. It will develop my eye to pick out areas that require attention and improvement while broadening with vocabulary and ability to direct students clearly. 

10/1/18

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Popper Preparation Prevents Poor Performance.

It’s the first day back from the Christmas holidays and if only we, the tutors, had heeded those words above. We were caught off guard and unprepared for the curve balls and barriers that stood in the way of us delivering an effective teaching experience.  

This week is dedicated to assessing previous units across the whole of college. To make use of time and prepare the students for the next project a research task was set, aiming to keep them occupied for the whole week. They were required to use the research facilities within the library and dotted around campus. This is where things began to de-rail.

To name just a few barriers, only three PC’s were available for my eighteen students while the remaining students refused to use the ‘broken’ Mac’s. Ipads had gone missing and laptops were reserved for another group. The class was off limits so the little work that was taking place on phones was done so in the canteen. And finally 50% of students began to refuse to do the work due to the working conditions.

At this moment I am trying my best to reflect on this situation, to provide myself with sufficient knowledge and ‘ammunition’ to avoid the situation in the future (PS1) It is obvious that without clear signposted directions and clarity in the provided resource, that the level 1&2 students will struggle to complete a task. If I had prior knowledge of my colleagues plan for the day I would have made sure all PC’s were reserved for my students and make clear that those who would be using Mac’s would be supported by myself and the ALS support. While technology provides a fantastic wealth of information (PS15) it was unfortunately at the route of all the problems. When provided with the vast amount of resources in the form of books and magazines a majority of the students refused and said they don’t understand the system and how to take them out. It is technology that has tainted the youths view (particularly these students) and way of digesting information.

As for my ability to manage and promote positive learner behaviour, (PS11) I have mixed emotions on my ability and execution within this situation. I repeatedly emphasised the benefits of completing this project, the important role it would play in their upcoming project and participated myself in the task to set a positive example. A large majority of my learners eventually began the task, some exceeding all expectation, to which I praised effort and quality of work while others simply did the minimum. I still praised these individuals for their participation but it was these who I supported most to encourage that little bit more. As for a handful of students, no work was complete and backchat and attitude was plentiful, to which I had no response. This is where I must improve and find new ways of managing these situations.

9/1/18

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What a I? What’s my Role?

 I’ve been taught and told that I am training to be a ‘teaching’; I see myself as a ‘tutor’ just like those at placement but as I read Brookfield (1986) I realise those titles come with a stigma and set way of teaching. A pedagogical approach whereby there are heavily didactic procedures and overly directive instructors. The learners are fed the information and require little thinking for themselves.

The key difference there however is that these type of titles and roles are for the teaching of preadults whereas I am teaching adults. I have come to familiarise myself with the term ‘facilitator’. “The job of the facilitator as one concerned solely with assisting adults to meet those educational needs that they themselves perceive and express and meaningful.” Brookfield (1986, 123).

Brookfield continues by emphasising the importance of challenge the adult learners sometimes set view of the world, it’s politics and their social position and that the world is malleable. The benefit, as stated, of adult learners is that they are typically more accepting and open to be challenged compared to preadults who seek a degree of security and safety in their family structure and role models.

It is our role as the facilitator to push their comfort zones and our own. To confront the students with otherwise threatening and invasive topics but promote and present them in such a way they become unthreatening and creative. We should have them question themselves to accept there are other valid views and opinions out there. Not to change them, I must make that clear! But simply make them aware. All of this sets them in a course for self-actualisation. Ones greater understanding of one’s self. Becoming open and accepting of all and still knowing who ‘they’ are.

The greatest struggle with this notion of ‘facilitator’ and the methods required to best help our adult learners is that there is no seemingly definitive fail proof application and there is a plurality of methods available. Studies have shown people are more than aware of the unique and different requirements of adults, they take into account their prior experience and reduce the controlling and structured methods used on preadolescents yet not many can agree on a set, shore fire way.

From Brookfield’s research I have found Mackie’s (1981) principals to be most inline with my own and relevant to my subject. The key ones being:

The learner must be motivated to learn.

The learning format should allow for individual differences in ability and style.

Opportunity for practice should be available.

The material to be learned should be meaningful to the learner.

These for me, though just a few encapsulate what is required of me to provide the best opportunity for my adult learners

3/1/18

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I’ve Been Thinking.

Looking back I am very pleased with the level of application and genuine willingness of my learners. The majority of them have shown interest in all topics, enjoyment out of my methods and pride in their progress. Now having seen a significant change in various pupils attitude towards the lesson I have been curious as to why it changed so much.

What is it that changes the way we think? And what makes us want to learn?

Now during my observation period I saw tutors displaying a vast wealth of knowledge spanning many specialisms however the way in which that information was transferred and presented lacked enthusiasm. Their seemed little excitement in their voices and I truly believe this had a huge impact on the way the learners then perceived the topic. If the tutor didn’t seem interested then why should the learners?

Dewey explains that a teachers mannerisms have a direct impact on how learners perceive and respond. “Everything the teacher does, as well as the manner in which he does it, incites the child to respond in some way or another”(2007,26) with this now in mind, my previous statement is clearly explained. The tutor through her manner provoked a similar response from her class. Dewey also warns teachers that we must be very conscious of the responses we are giving to our learner. He makes us aware that all people have “wooden and rigid methods of response” and that this can be careless and dangerous for a teacher as these tendencies can indorse similar responses from our learners.

Personality and character is what attracts us to people, if someone is charismatic, funny, passionate, creative and kind then you will typically be drawn to that individual and this is what I hope to bring to my classroom. I love what I do (art) and to see what others can create. The endless possibilities of people’s imagination excites me. If my learners want to learn due to the way I teach then I can only see that as a positive. However Dewey disagrees. His concern is that a teachers personality can over shadow the subject. His worry is that the leaner will become dependent on that ‘personality’ of the teacher in order to learn and the subject itself will command no attention. I understand his position because we want our learners to ‘want’ to learn, however not every learner may be capable of that especially my level 1&2’s. We simply want them to enjoy their education and spark that tiny interests that the may develop and feed to start a fantastic career.

There is balance needed for everything, no more so than work and play, but why can’t we combine the two?

30/12/17

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The Orientations To Learning.

While reflecting on the months just past, all of my encounters with the learners, getting to know them and how they think/operate I began to look back on my recent lecture where I was introduced to the four orientations of learning.

Behaviourist

Cognitivist

Humanist

Social and Situational

These are essentially four main learning styles that help us best identify how to teach an individual. After getting to know my learning I should be able to identify which of the four orientations they fit into best and then tailor my approach to suit them; resulting in the best teacher learner experience and outcome.

After only briefly researching each style I have concluded that the majority of those studying the Arts ‘should’ (and I use that very lightly) fall into the ‘Humanist’ category with hints of ‘Behaviourist’. The humanistic learner is as I understand, one who is self-motivated and driven, a self-directed learner who only needs us (the tutor) to act as a facilitator in order to develop the ‘whole’ person. Now Rogers believes that the humanistic learners require us to understand them from their level and not just as an observer, and for the learner to become self-actualised they must be in a state of congruence, requiring us to manage the learning environment to best suit that learners need.

Self Actualisation:

"The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism” (Rogers, 1951, p. 487).

My only problem with this approach and Rogers’ theory is that from my observation, the range of barriers and needs of each learner is vast and ever changing, and with almost 20 learners in a class it is extremely difficult to cater to each individual. It also puts and incredible amount of trust in the learner to put in the effort required to not only to become autonomous learners but to have the strength of mind and resilience to continue through challenging times. This could ultimately lead to learners falling under the radar, where you think the are getting work completed when in fact the are falling behind and struggling.

I will continue my research into this, in hopes that I find a balance and approach the will best aid my learners.

22/12/17

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The Criteria.

My knowledge and understanding of what was expected of the students up until this point was based on past experience and regular conversations with various tutors. Explaining to me what was required of each student and generally, in order to pass.

Today I became unstuck and slightly unnerved by by ‘lack of’ or missing knowledge. While conducting a one to one tutorial with a student, her lack of supporting research and reflection was worrying. I made it clear to her that with the insufficient about of work present, there was a chance she would not pass. Understandably she was worried and questioned my statement to which I backtracked slightly. Her questioning me, made me aware that wasn’t entirely sure and my comment unsupported.

With this experience I wanted to immediately rectify my mistake. I acquired a UAL grade criteria sheet applicable across all projects and familiarised myself with the requirements for each grade. To my relief my statement was justified. I revisited that particular student and several more, feeling reassured that the information and feedback I was giving was appropriate, relevant and correct.

In order to go one step further and obtained a ‘Statement of Purpose’ from the BMet/UAL website.

http://www.arts.ac.uk/media/arts/about-ual/ual-awarding-body/documents/specs-statements-and-letters/art–design/l3/Statement-of-purpose-UAL-Level-3-Extended-Diploma-in-Art-&-Design-2.pdf

13/12/17

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How Not to Manage and Motivate.

(Back tracking slightly)

After being a witness to a very difficult and slightly distressing lesson I have become more compelled to understand, motivate and manage behaviour within my class. To very briefly get you up to date, it was a short three-hour afternoon class. There had been apartment disruption and disrespect toward a fellow tutor the day before and this, rightly so, had to be addressed however it wasn’t done in the correct manor.

To simplify, phrases like, “I’m upset”, “I’m angry” were used repeatedly. Individuals were singled out for their behaviour in front of everyone and all were repeatedly addressed by their demoralising ‘level 1-2’ label. The way in which the tutor spoke was one of dejection and disappointment filling the class with a sombre, lifeless mood.

Like I said, my take away from this was one of understanding. How can I better understand my/this class to get the best out of them? Why do they behave the way they do? What do they think of themselves and their self-concept?

Wallace (2002) emphasises the importance of asking and listening to what the students want from you and the lesson but that it’s important you challenge those thoughts to encourage an open mindset. I agree completely with this as most of my interactions with the students revolve around open questions. “How would you improve this piece?” or “what is it that you don’t like?” From this I hope they become more independent thinkers, relying less and less on our input.

When it come to your mannerisms and the way in which you hold yourself in front of the class, it is crucial that you do not look defeated or unhappy to be there. I approach every lesson with as much enthusiasm as I possibly can. Being genuinely happy to see my students and showing my anticipation and excitement for what great art they may produce that day.  Wallace (2002) talks about “acting” confident and pleased however this I feel puts you in a very vulnerable position, especially with a challenging class as they will spot any weakness in your façade and exploit it, resulting in the class being in control of you and the students potentially feeling cheated.

To conclude, this tough experience has made me sure of my approach within the class. Being genuine and curious while remaining respectful of my students just as I hope they would to me.

8/12/17

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A lot To Take Away.

A day that had all the promise to be very successful was derailed by the regular unpredictability of education. It was my responsibility to conduct the starter task and see that all students begin the day with a clear direction. With the focal point of the current project being self-directed and ‘negotiated’ I created a starter task that would require all students to be self-critical, analytical and independent thinkers. With a class of eighteen I planned to pair off all students with someone who was unfamiliar with their work in a thirty minute exercise. I wanted them to present their current work to the other and as a pair come up with three SMART targets that were achievable by the end of the session. With the verity in the class I was hoping they’d embrace the diversity within the group, (professional standard 5) using the vast array of skills to their advantage. However, only eight students showed up, at least on time. 

This set back required me to adjust my plan and ‘reflect-in action’. (Schon, 1984) As all present students were familiar with one another’s work I asked them to very briefly discus their current position and themselves come up with there own targets. This task was unfortunately not as stimulating as I had hoped it to have been. 

With hindsight being such a wonderful thing I can now see all of my errors. To avoid the awkward situation for myself and the wasting of time for my learners I will in the future have a plan B. A second task that I can immediately fall back on in the event of a similar situation. If i were able to redo this session now, I possibly wouldn’t have had them come up with their own targets as the majority of our teacher student interaction revolves around their objectives for the day. I would have however capitalised on the small number of learners and opening the class up to discussion. welcoming constructive criticism of the project and how they would approach the project differently given a second opportunity. The small numbers would have been easy to manage and it would have been unlikely that the conversation would have gotten out of control. This valuable information would have been useful to myself to better understand their thinking and situation while clearing any questions on their mind. But it’s as is said, hindsight is a wonderful thing.  

All was not lost.

The last 30 minutes, two students were going over their work. Eager to show me there progress, they asked for my opinion. I was impressed to say the least however I wanted to give them useful and constructive feedback. With this in mind, I picked out all the areas where the one student had done well, be that her attention to detail, her brush stroke techniques and the understanding of form. All of these ‘compliments’ came as a shock to her which I found peculiar. She said she had never been praised in such a way and that previous teachers had, in the past simply dismissed her work with no explanation why.  This resonated with me and the position I was in at her age. Simply seeking confidence and reassurance that the direction she was going was the right one. It made me think of the importance of ‘empathy’. “The attempt by the helper to enter the world of the client” Gatongi (2007) My ability to do so I feel gained me the respect of that learner and will help her and myself in the future. (Professional standards 3,13)

6/12/17

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Getting my hands dirty.

Today I took the opportunity to broaden my skill set within the workshop. With my forte being 3D design, it’s only appropriate that I familiarise myself with the machinery and equipment I used over 6 years ago.

These included the:

Donkey saw

Pillar drill

Jigsaw

Band saw

In order to best help my students I underwent a brief induction on these pieces of equipment, making me far more valuable to both the student and even future employers. I can offer further assistance when helping students progress their pieces, minimising waiting time and therefore improve productivity while most importantly, having one more valuable piece of information to pass on to the student.

I hope in the near future to become fully sertified in most of the workshop equipment while also gaining additional knowledge of safe and effective techniques to best help my students.

Professional standards: 19,15,7,6

5/12/17

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With such a satisfyingly simple and organised day this has been my spare time input. Once again I’ve been working alongside students to encourage productivity and growth. These two 5 minute drawings were a direct result of multiple students experimenting with continuous line drawings, thus inspiring me to take part. This is a perfect example of how it’s not just a one way street where I stimulate and inspiring them but a relationship that works both ways.

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Going Above and Beyond.

Though this act was not carried out by myself I feel it is important to share and reflect upon it. It is clear to me that our responsibility as teachers is not just one of ticking boxes and passing students. It’s a relationship based on trust, investment and emotion where the health and well-being of our students is paramount.

Today I observed Cal (tutor) help a student in desperate need. The student confided in Cal, explaining the pain and difficulties they were having following a recent medical procedure. As she was clearly in pain Cal called the doctors, explaining the situation and booking an appointment only an hour later. Cal showed haste, intent, passion and emotion, demonstrating clearly her emotional involvement in her students.

This situation was a true representation of a tutor’s role. A matter seemingly too urgent to be referred to the ‘safeguarding officer’ as it required immediate attention and action.  It’s these student teacher interactions where trust and confidence are built between the two.

In the future when I am inevitably faced with such a situation, I hope to act in the professional manner that Cal showed today. I intend to assess the situation and judge it’s severity as my actions could clearly make all the difference. I am aware that in particular scenarios the situation must be handled with care and policy must be followed in order to protect the student and so’s not to compromise or incriminate myself.  Policies are there to keep all safe.

In conjunction with BMet’s ‘Child Protection and Safeguarding Policy;’ all staff have a ‘Duty of Care’ to adhere to.

“ All staff have a duty of care to keep students safe and are accountable for the way in which they use their authority and position of trust. This duty can be best exercised through the development of caring but professional relationships “

28/11/17

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Riding solo.

7 hours has never felt so long. Having been told 10 minutes befor the day began that I was taking the class, I expected to feel a wave of emotions like anxiety, fear, worry and dread. Instead I felt nothing but the onlooking eyes of 16 students.

In truth the morning session was poor. I made my rounds, finding out how everyone was getting on and offering advice here and there. Conscious that I hadn’t set any aims or objectives and simply assumed they had work to be doing. I am aware it was a disaster.

By ‘reflecting in-action’, (Schön 1984) I was able to quickly identify the immediate need for change and for the future. In order to avoid situations like this I am adamant to set several generalised aims for the class’ e.g ‘To produce and present several pieces of work, showing how your project has developed as a result of today’s work/outcome.’ Regardless of this blunder I am aware that in order to learn this lesson I had to make the mistake in the first place.

After reflecting over break I saw the afternoon as my second chance. It occurred to me that I had been introduced by name but they had no idea what art and design skill I had to offer them. I addressed the class for their attention by standing in the middle of the room in order to make sure all were taking note. This worked very well and all were quiet within seconds. Using my online portfolio I showed them how valuable I could be to them, sharing my strengths as a design thinker and practitioner alongside me weaknesses in the area of fine art knowledge. (artist) This seemingly made me endearing and more approachable, as though they saw me as human and ‘one of them’? I set the task of continuing their work while I observe and immediately hands went up asking for my assistance; filling my afternoon with casual tutorials.

I am aware I have much to learn in the way of becoming a leading figure, one who is respected as both an art partner and a tutor. I am intrigued to see if it possible to gain respect and authority whilst engaging with them on their level.

22/11/17

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Just talk.

This week for me has been one of asking questions, getting feedback of my students to find out how I can best help them:

How do they best learn (individually and as a group)?

What do they want to learn?

What can I do to help you?

how do they like to be addressed?

To no surprise, they just want to be respected as adults and individuals. To be given the credit and acknowledgement that they so richly crave. I took half of the class for the first time on 14/11 and again on 17/11, giving me the perfect opportunity to see their individual abilities and personalities. They responded well to the smaller groups as they made it clear the large group size was over powering and shadowing some of their needs.

I was able to focus on certain individuals who regularly disrupted the class; by talking to them on their level, not being dismissive and undermining of their opinions they quickly opened up to me on an educational level. Sharing their thoughts for the projects, quires on the course and ambitions for the future. By taking my time to listen I was able to gauge their levels of self- esteem and self-concept. Quigley, (2016). And rather telling them ‘you have to do this because,’ I clearly identified the benefits for them, by doing the task that had been set. (Carnegie 1998) This relinquished all need for me to prod and poke them and instead they were self motivated and self directed, excited to see the results of their hard work. (P,S 13). 

Quickly going back to the topic of self-esteem/ concept, I was not surprised to find that their attitude regarding there ability was very dismissive, and little to no personal praise or recognition was present. They were quick to point out the negatives but struggled to find the positives in themselves or their work, which was sad to see but like I said, not surprising. Art is a very self critical and subjective field and a trait that I myself struggled with at their age and to this day. I must make a note to identify each students personal ‘hang up’ for want of a better phase, and make a point of complimenting and providing constructive feedback on these points to encourage personal growth. (P,S 1,3)

Earlier in the week I recognised a missed opportunity by all tutors I’ve observed. As the students are arriving and settling into the class, no work or learning of any kind is taking place. Now some students arrive with more than twenty minutes early and in this time I feel there is a perfect opportunity to capitalise on wasted time. Be that through showing motivational or project relevant content on the interactive board or quick one to one tutorials. This would prevent boredom setting in and free up precious time during the allocated work day. Just a small observation I hope to take advantage of when I come to teach.

17/11/17

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What an Inspiration.

While making my rounds carrying out informal tutorials, talking to as many students as possible. The conversation took a very welcome turn ,with one very talented portrait artist.

Mindset of sorts. She was aware of her ability yet lacked confidence and direction. She struggled to present/ show her work, always picking out floors, which to others did not exist. That’s not to say she was wrong and they weren’t there but she had trouble recognising her successes, as a lot of modest artists do. 

Using Carol Dweck’s theory (2013) I proceeded to praise her ‘process’ not her ability. Dweck explains that this form of praise stimulates a ‘growth mindset’; keeping the individual hungry for progression and inquisitive for new ideas. It’s this progression we must encourage in all of our learners across all subjects. The hunger for knowledge and answers because they are genuinely curious and not just because we, the tutor, told them too. If I was to compliment just the work she had created Dweck explains that the door to complacency opens up as they may feel that they have achieved mastery and thus there is no need to try any more. Confident that I know this particular student well enough I was sure this would not have happened but I was satisfied that the constructive feedback I gave her would provide the desired thirst for further success.

I complimented her on her line technique, the confidence of her strokes and her understanding of proportion. I further explained; by not being afraid of mistakes and instead embracing them, you will develop and progress so much faster.

Ok, the the drawing was of me so I may be a little biased but LOOK!

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15/11/17