Taking notes on their phones while taking pictures.
Touch and feel to distinguish points
Considerable hand motions to describe textures--students listen with their eyes.
Constant visual and tactile aids.
Carla manages to tolerate the noise without getting flustered or annoyed.
Going through selecting and priming scenic fabrics.
Filled cloth--do not prime. Takes spray very well.
Disruption: A.G. Quick question. Carla kept her hands engaged with the demonstration and her body pointed towards the students in the class. She clearly communicated what her priority was. Turned head--her attitude was polite but clearly indicated that she had a different priority. Is this trained or instinctive? Do we all do this?
Playful, laughing enthusiasm, occasional swearing for emphasis.
Asking for guesses to enhance teachable critical-thinking moments.
Ew! Ugh! Gross! Yuck! Ways to make learning which products are not suitable to use (synthetics) by making the response to them one of disgust. Appears effective--it is not just that the product doesn’t work, but we Hate it. It is an effective way to get the message across without belabouring it--bypassing the intellectual engagement and making it a visceral rejection, gut-level. I don’t use polyester, it is Gross. Transferring prejudices vs good learning?
Recap: the list of items and their shared properties.
Sum-up and why we went through this.
Demonstration: new topic. Move bodies, change proximity.
Real-world analogies. Single cream vs double cream--do students cook enough to tell the difference?
Has a warm and irreverent attitude towards the institution and learning--the students respond well to it, but will they always?
Specific straight line technique--bypassing the feeling of teaching your grandma to suck eggs. This way to hold a ruler is actually New and Interesting.
Axiom: If we screw up, what do we do? It’s paint! We paint over it! Memorable.
Breaking the rules: again, irreverent towards institution. Practice. Try not to take yourself too seriously.
“Remember. Just like… Of course…” reminders that you already know this, but now you’re applying it in a new way.
Leading the students round by the hand at times, but they clearly desire to be led.
Their body language is passive. They are absorbing information.
Question: coping with resting bitch face from students.
Referring to students’ homework and prepared research for reference images. Teaching using them--that’s trust that they’re prepared!
Roughly, approximately, thereabouts. Again, reaffirming what is important and what isn’t.
Examples from student work from years past, also first years--celebrating achievement while reinforcing that you can do this too!
Marble practice, Woodgrain practice, Cornice practice: now we can put these all together.
Student-by-student prep for project. Other students are encouraged to listen but each project is unique. Attention is flagging. Are they tired?
“I’m getting ahead of myself. This is for Monday.” is this a group of advanced learners, or is the teacher actually jumping the gun?
Opportunities for enquiry: Carla as a dyslexic teacher. How does this impact her organisation of her lessons? Of her thoughts? How does Carla prepare to teach?
Does Carla worry that she routinely misses things?
As a dyslexic learner, what aspects of your teaching style do students really seem to find useful?
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