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What do you expect from
crafts?
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When
you run a craft session it's never just you and your learners.
Other people will already have had say in what you do and how you do it!
On the surface it may seem that your craft sessions are entirely down
to you. You have the responsibility. You alone have the
toil and trouble of deciding what to do, and then doing it. But
really, you are in this with a whole load of others.
When you first joined your organisation (centre, unit, school etc) you
will have been exposed to their thinking about crafts. Every
establishment now produces a mission statement about their purpose and
function. Crafts will no doubt have been in there somewhere,
which is why you are now doing what you are doing.
Think for a moment about what you expect from your apparently humble
session.
As you plan your activity you will already know what purpose it
plays. It may be any number of things and it's not always
apparent to outsiders what that is. Not all places need to
provide activities in line with academic guidelines or standards.
There are many that are concerned about social interaction, an
individual's ability to follow instructions, to participate, to talk,
to generate their own ideas. These places will probably draw up a
progress forms to chart progress and achievement.
These intangible or unseen achievements are often called soft
outcomes. They
are results that are entirely personal to the individual.
For years now I've been talking about crafts being a process and a
journey. That's because for most of my teaching career I've
worked with those whose achievements were entirely personal.
Academic achievement was the last of their concerns. Just
finishing a project was a bonus to them. Whatever was held up as 'the
project of the day' was merely a guideline.
Your organisation will have expectations on the purpose of the craft
session. This should affect what you choose to offer, how you
offer it, and what comes from it.
But what about you? Ask yourself these questions:
What are my expectations of my learners, and of myself?
How do I see your role?
Does it agree with that of the organisation?
Do I have empathy with my group/s?
How do I feel about my ability to offer activities that meet the needs
and expectations of the organisation and your learners?
Now I don’t mean this to sound tough, but many of us beavering away
offering activities don't necessarily have a high opinion of what we
do. If we're asked we might call ourselves facilitators, activity
organisers. Perhaps you have another title.
Personally I favour the word enabler. One of my learners once
told me that was what I was. He had many physical injuries after
being shot in Ireland during the troubles. I'd never considered
myself an enabler. Facilitator, yes. But 'enabler' had a
different feel to it altogether. His comment changed how I saw
myself, what I offered and what I expected from my learners.
It's no surprise to know that children live up to our expectations. If
you have high expectations of them, they generally don't disappoint
you, because they are lavished with encouragement, opportunities and
praise.
Whatever title, you and your organisation put on yourself, have high
expectations of the crafting process.
Everytime you interact with your group expect great things.
Believe in their ability to shine, and your ability to provide that
opportunity.
Expect the best in yourself and in others. You won't be
disappointed.
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Geraldine Jozefiak is passionate about
crafts and their place in
education. Be part of raising standards in teaching and learning
by offering the best possible creative opportunities.
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Looking for
craft
projects, books, teaching manuals or courses? Need ideas on what
to teach and how to teach it?
"The Craft Teacher" can save you time and stress in teaching and
learning crafts.
Click Here => http://www.the-craft-teacher.com
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