In the moment, in a class, that's what happens. I'd love to understand that student...and if there's a way, in the presentation or demonstration, to reduce it.
"I think I’ve come to this assessment (of myself): I do not know how to encourage good work if the student is uninterested."
I shared a few things in the comment on your last post, but wanted to share something that helped me to relax in my teaching. The above statement that Andy made is such a hard truth. You can not teach the unwilling. You can share and present and prod and ... but if they don't want to accept the knowledge, they ain't going to do it.
Every single student that's in your class is there for a different reason, including that they're being made to be there. So don't waste your time and energy, exhausting yourself when they resist. Do your part and then move on. Do not stress about it.
I'll use myself as an example and critique the notion of craftsmanship. Not everything that I do is worthy of being called "quality work". Building a chair? Oh yes, to the best of my ability. Mowing the lawn? Nope. Quickly done so I can get back to building chairs. Cooking a meal? Depends on how tired I am or if I'm trying to build a chair.
How do your students view your class? Like it's the best thing in the world or like it's mowing the lawn? You'll get all types. If it's the first, you'll get there with gentle prodding. The second? Good luck.
Thanks, Josiah. Therer's no exhaustion on my part. I try an different approach or two with that student and then stop. I don't assume there's some magic but wondered how others motivate. Or if it's a impossibility...
As a retired teacher of performing arts (mostly at the middle school age, grades 6 to 8), attention to detail and maintaining interest was paramount. I had an eclectic class with 2/3 being 2nd and 3rd year students combined with incoming 6th graders who were rank beginners. I also allowed some special needs students (high functioning), including several autistic students. Needless to say, I had my hands full.
Here's what I found that helped:
At the beginning of the year I would assign partnerships of advanced & beginner students.
I would then hold weekly in-class "performances". What I found was that the encouragement from the advanced students would spur on those who were just beginning. The advanced students had a stake in the success of their "partners", with the side benefit of those who teach also finding themselves better performers because they have to analyze what they do in order to pass it on to al lesser experienced student.
This didn't work all the time (they are middle school students, of course), but it worked for about 60 to 70 percent of the time.
The last thing was that I planned a performance early in the semester to give them a goal.
I don't know if these methods can be transferred to your class environment but maybe they will springboard and idea that will work.
As a budding woodworker (at age 80) I am envious of the opportunity of a woodworking class within the school environment. Here in California, when our woodworking teacher retired, they removed the class from the curriculum and sold off all his equipment. Very sad!!!
Hi Wayne. Thanks for sharing. I share some of the same techniques that you employ in adult classes...when setting up and executing an operation. Gives both partners a chance to go through it twice, once as the helper and once while doing it.
Sometimes a student finds out they dislike woodworking (this happened while teaching ms and the college crew). Completely understandable. It's a reason they tried it out...to find out if they like it.
I'm sorry to hear about the shop class. That's happening around here as well. As the teacher retires, it's replaced with a tech or STEM lab. But they're still out there, often at the vocational school.
As I'm the Brian mentioned in this post, I guess I need to comment. And I've never missed a chance to comment anyway. My position is a volunteer woodworking instructor for a program that uses woodworking and boatbuilding as a vessel to teach life skills to young adults that need a little recalibration with their lives. One of the difficulties is getting them motivated to do their best in all tasks. While some aren't motivated to do woodworking, everyone is motivated by something and finding out what that is and linking learning quality craftsmanship to it is what I'm trying to do. For example, if money is the motivation, showing them that the employee that does good work gets promoted.....and although Chris Schwarz makes a good point about striking them, I'm thinking that motivational approach is probably frowned upon in the workplace.
I only teach adults - so I have a rather narrow understanding of this - but I try and establish the culture of the group towards notions of quality and good work rather than focusing on the individual- managing group dynamics and social process has been more successful in this regard for me. There may be some cross-cultural issues here too - I’m speaking largely from Australian experience.
"I think I’ve come to this assessment (of myself): I do not know how to encourage good work if the student is uninterested."
You strike them. Simple. Next question. (JK)
In the moment, in a class, that's what happens. I'd love to understand that student...and if there's a way, in the presentation or demonstration, to reduce it.
This holds so much truth.
"I think I’ve come to this assessment (of myself): I do not know how to encourage good work if the student is uninterested."
I shared a few things in the comment on your last post, but wanted to share something that helped me to relax in my teaching. The above statement that Andy made is such a hard truth. You can not teach the unwilling. You can share and present and prod and ... but if they don't want to accept the knowledge, they ain't going to do it.
Every single student that's in your class is there for a different reason, including that they're being made to be there. So don't waste your time and energy, exhausting yourself when they resist. Do your part and then move on. Do not stress about it.
I'll use myself as an example and critique the notion of craftsmanship. Not everything that I do is worthy of being called "quality work". Building a chair? Oh yes, to the best of my ability. Mowing the lawn? Nope. Quickly done so I can get back to building chairs. Cooking a meal? Depends on how tired I am or if I'm trying to build a chair.
How do your students view your class? Like it's the best thing in the world or like it's mowing the lawn? You'll get all types. If it's the first, you'll get there with gentle prodding. The second? Good luck.
Thanks, Josiah. Therer's no exhaustion on my part. I try an different approach or two with that student and then stop. I don't assume there's some magic but wondered how others motivate. Or if it's a impossibility...
As a retired teacher of performing arts (mostly at the middle school age, grades 6 to 8), attention to detail and maintaining interest was paramount. I had an eclectic class with 2/3 being 2nd and 3rd year students combined with incoming 6th graders who were rank beginners. I also allowed some special needs students (high functioning), including several autistic students. Needless to say, I had my hands full.
Here's what I found that helped:
At the beginning of the year I would assign partnerships of advanced & beginner students.
I would then hold weekly in-class "performances". What I found was that the encouragement from the advanced students would spur on those who were just beginning. The advanced students had a stake in the success of their "partners", with the side benefit of those who teach also finding themselves better performers because they have to analyze what they do in order to pass it on to al lesser experienced student.
This didn't work all the time (they are middle school students, of course), but it worked for about 60 to 70 percent of the time.
The last thing was that I planned a performance early in the semester to give them a goal.
I don't know if these methods can be transferred to your class environment but maybe they will springboard and idea that will work.
As a budding woodworker (at age 80) I am envious of the opportunity of a woodworking class within the school environment. Here in California, when our woodworking teacher retired, they removed the class from the curriculum and sold off all his equipment. Very sad!!!
I wish you well.
Hi Wayne. Thanks for sharing. I share some of the same techniques that you employ in adult classes...when setting up and executing an operation. Gives both partners a chance to go through it twice, once as the helper and once while doing it.
Sometimes a student finds out they dislike woodworking (this happened while teaching ms and the college crew). Completely understandable. It's a reason they tried it out...to find out if they like it.
I'm sorry to hear about the shop class. That's happening around here as well. As the teacher retires, it's replaced with a tech or STEM lab. But they're still out there, often at the vocational school.
As I'm the Brian mentioned in this post, I guess I need to comment. And I've never missed a chance to comment anyway. My position is a volunteer woodworking instructor for a program that uses woodworking and boatbuilding as a vessel to teach life skills to young adults that need a little recalibration with their lives. One of the difficulties is getting them motivated to do their best in all tasks. While some aren't motivated to do woodworking, everyone is motivated by something and finding out what that is and linking learning quality craftsmanship to it is what I'm trying to do. For example, if money is the motivation, showing them that the employee that does good work gets promoted.....and although Chris Schwarz makes a good point about striking them, I'm thinking that motivational approach is probably frowned upon in the workplace.
I only teach adults - so I have a rather narrow understanding of this - but I try and establish the culture of the group towards notions of quality and good work rather than focusing on the individual- managing group dynamics and social process has been more successful in this regard for me. There may be some cross-cultural issues here too - I’m speaking largely from Australian experience.