How to become a BETTER Student . . .RECAP

In late September, 2011 we published our How to Become a Better Student blog series. A series of questions posed to 8 different students regarding their class experiences.  I felt it was important to recap the list of important things to do as a STUDENT to enjoy your classes more, learn efficiently and have more fun without being a "Disruptive Donna". (no offense to Donna's - it's just a moniker I made up) 
So here is the list we compiled from our official scientific student study. 

So, what was the number one reason given by our students for taking a class?
BONDING. SOCIALIZING. Meeting NEW people. 
All of the students felt that they learned the techniques in the classes and had some great tips to share for other students or anyone planning on taking a class, here are a few condensed tips:


1. Bring an adequate, alternate light source and extra supplies such as needles, thread, bead mat, pliers, etc. Not only may you need them but what a better way to make a new friend then to help them have a great class experience by sharing?

2. LISTEN to the instructor and take plenty of notes! Thus, bring PAPER and PEN to every class - even if you think you won't need it. While you are sure to find time to visit and socialize, first and foremost you're there to learn and expand your "beady resume". Listen to the instructor - she wants to GIVE you a gift. The gift of her hard earned experimentation and knowledge base - it's a priceless gift.

3. Let yourself learn and create - don't get hung up on what you can't do - spend time and energy focusing on what you can and will accomplish. Women are very hard on themselves - here is a chance to stop judging your failures and applauding your achievements, triumphs and successes and if you can't do that - do it for your fellow classmates!

4. PREREQUISITES: Read them. If you do not have the skills or prior knowledge base to formulate, create and comprehend the project in the class - save yourself, the instructor and your fellow classmates the frustration of failing at something before you've even started! See #1 . . .

Prerequisite Defined: a qualification or condition required to make something happen. I think that's very vague - how I see a prerequisite is (like the picture above) a BUILDING BLOCK used to complete one task - and then often used in another task. Without prior knowledge of the A building block, you cannot recite a complete alphabet or follow through with a specific task assigned. My opinion is that many would-be students look at prerequisites like a RULE meant to be broken when in reality it is nothing more than a request to be in a certain STAGE of your crafting that you're able to comprehend the next step. 


5. If you've got any questions - ASK THE INSTRUCTOR - If you love an instructors work - why chance asking someone who really doesn't have all the facts and just repeats what they've heard about an instructor? It's beading that has brought us together - so Get your information from the "horses' mouth, not the ass".  Pamela Troutman has some great common sense questions to ask the Instructor or "Horses' Mouth":

Cartoon horse by Melanie Eberhardt 1980

• How much experience do I need in this medium? (prerequisites are listed for this reason)
• What are the minimum tools/supplies needed that are NOT in your kit?
• Will I finish the project in your class? If not, can I finish on my own with the instructions as you have them written? 

6. Bring a snack and drink and MOVE around during the class as much as you can without being disruptive. I mean - don't get up and walk over to someone else who is working and take up their class time with your stretch break.  If you have a friend in the class it's fine to schedule your breaks together - but remember - unless you're being tutored privately - others' are there to learn as well.

Do you have additional suggestions for becoming the best student you can be? I'd love to get your feed back. Leave a comment and/or write me - I'd happily share your feedback.


Thanks for reading. Share it. Join the fun. Check a box.

How to become a BETTER Student . . .TEACHER: Sylvia Valle

My meeting with Sylvia Valle completely accidental. We just started selling our Lucite to wholesale applicants and she applied. She wanted Lucite for a project she was teaching and came to us for help. She wanted to pass the savings onto her students and list us as the source in the class... I loved her LOVE of teaching and admired her "chutzpah", "calm", "cool" mannerisms - and - Sylvia is an excellent EDITOR, she's helped me countless times with my project instructions. I can't express my thank you's enough to her...and I am 100% confident she's an amazing instructor, let's see what she has to say:

1. What is your most difficult obstacle to overcome while teaching a class?

SV: I have found teaching several levels of experience at the same time to be challenging but not impossible. The key is to be completely prepared, staying on task/focus and being able to multi-task...but most of all to be relaxed and create a relaxing atmosphere. A minor disturbance is to have a student who whines and is negative. I steer them away from that type of verbiage - always giving a positive slant to whatever is said.

2. What is your most difficult obstacle to overcome while attending a class?

SV: Dealing with a class/teacher groupie(s) seems to be the thorn in my side. These types of students want to monopolize the teacher and want one-on-one attention. Their behavior tends to ostracize the newbies.

3. Why do you teach? (Be very specific here please):

SV: I teach because I love to share my passion. I am self-taught and teach many mediums (paper, art, bookmaking, greeting cards, calligraphy and of course, beading). I am so excited about what I love that I want to share it with like-minded individuals. I get a lot of satisfaction seeing others take something they have learned and run with it. When a student has made it their "own" - I have succeeded! 

4. How do you feel about  beading SKILL levels: Beginner, Intermediate and Advanced:

SV: I find if my classes are project oriented the skill levels filter themselves. Most importantly, I welcome all levels to whatever class I am teaching. I try to make sure the Beginner isn't overwhelmed by the more advanced student. I believe most of us look at the end result rather than the baby steps we have to take to get there. I think it helps the more advanced beader (Intermediate and Advanced) to "mentor" the Beginner from time to time - in turn, it may allow the Beginner to be exposed to a different method or approach than what I can offer. I always involve students in helping each other. To clarify, this doesn't mean I hand the class over to the students. I believe "it takes a village" for success and women can be incredible nurturers and cheerleaders.

5. What is the BEST way you can handle a disruptive student?

SV: I'm fortunate I've had very few experiences with this type of student. The real world doesn't stop at the classroom door. First I try humor. If that doesn't work, I ask the student to step aside and ask her if there is a problem I can help with or I will mention possibly the timing isn't right for her to take the class at that time. I have no problem at all asking a student to leave - fortunately, I have not had to make that decision.

6. What is the difference between teaching a TECHNIQUE and a PROJECT?

SV: The difference is like day and night. When teaching, it's imperative the class description states whether it's a technique or a project. Technique classes do not have a project goal - there isn't a finished project. Repetition helps to learn the technique. I may have several small pieces I ask the students to do from the beginning to finishing off until they feel successful at mastering the technique. Project oriented classes are just that. The goal is to finish or accomplish enough during the class time so the student feels confident to complete the project. The project may include a new technique but the goal is to reach completion.

7. What is the importance of using the materials you've listed in your materials list for the specified project (you're teaching)?

SV: I feel it's imperative the teacher be specific about materials and to make it clear if an exchange can be made. If a class is offered by showing a sample, most students want to make the exact same thing. It should be made clear if other materials are used there possibly can be a different outcome. Specifying DELICAS vs Generic seed beads will result in a dissimilar effect as will Swarovski crystals vs glass beads.

8. Which do you find more useful: Written instructions with diagrams or STEP by STEP photographs and instructions (please chose one or the other):

SV: Having written instructions for many years, I find clear concise instructions with a few graphics to be very helpful. I do not read photographs well - most of the time they are not close-up enough or crisp.

9. In your experience, is an average student easier to teach than a student who is taught? 

SV: The act of teaching is only half of what a good teacher does. A good teacher entertains as well as listens. She is aware of each students needs and has become attuned to the "climate" in her class within the first few minutes. Having said that, it shouldn't matter if the student has taught or never taught in a formal setting. I believe if there is a difference it lies in the teachers self-image. Is her confidence thrown off by another teacher or is she comfortable with her own expertise, etc.

10. If your prerequisite SKILL LEVEL for the class is INTERMEDIATE: How do you divide equal amounts of time between Beginners/Intermediate to Intermediate beaders? 

SV: In every class I have short introductions. This gives the students and me a picture of what everyone's abilities are. I give a verbal and global overview of what we are going to do.  This also gives everyone an idea as to what to expect. Intermediate beaders are, in general comfortable with what they are doing and are patient. I let the Beginner/Intermediate know I will personally catch them up or help them get started. I must admit there have been some projects that I feel like a chicken without a head moving from one student to another but like I always tell my students "that's why I get the Big Bucks!" if only....

11. OPTIONAL: Please write specific tips for any student reading this to become a BETTER student:

SV: 

• Come prepared with all the materials and equipment listed.
• Be enthusiastic.
• Be friendly.
• Ask questions if you're not sure of anything.
• Revel in your success.
• Let the teacher know how much you enjoyed the class.

Like what you've read about Sylvia? Contact her here:  Sylvia E-mail

Next we resume our regularly scheduled programming - 

Thanks for reading. Share it. Check a box. Join us. Comment-we'd love to hear from you.

How to become a BETTER Student . . .TEACHER: Rebecca Starry

I wanted to figure out a way to begin this blog post with a nervous giggle - but I don't know how to articulate that into typed speech? So I'll say - I had one heck of a time trying to pick photographs for Rebecca's guest spot in our series "How to become a BETTER student." 

While I've seen her work described/called EDGY - I say it's Death Wish meets Ahhotep I meets St. Joan of Arc meets Tim "The Toolman" Taylor. Brash and Bold - like STEAMPUNK got it's butt kicked by Japanese Anime!

With her almost monochromatic color schemes, use of machine components and extremely detailed eye for design  - her work speaks volumes about who she is - best show you what I mean?  To me, she's one of those instructors you'd want to take a class from - just to find out what is in her head...I couldn't even chose which pictures to use? Thanks Rebecca for your time, your art and inspiration.

1. What is your most difficult obstacle to overcome while teaching a class?

RS: Dealing with students whose beading skills do not match those required for the class.

2. What is your most difficult obstacle to overcome while attending a class?

RS: Mechanical failure. A good teacher must be prepared to teach via an alternate method. If there is mechanical failure (computer/overhead projector won't work) be prepared with a (practiced) back up plan.

3. Why do you teach? (Be very specific here please):

RS: I have been beading for a long time and am quite passionate about my beadwork. I love to inspire others to express themselves artistically in this medium. Helping someone to succeed in bringing their creative ideas to fruition is extremely satisfying. Beading asked to teach is one of the greatest compliments.

4. How do you feel about  beading SKILL levels: Beginner, Intermediate and Advanced;

RS: I think the class description needs to accurately express the technique(s) to be used and the skill level required to satisfactorily complete the class/project. I also think students need to understand the instructor has listed the skill level required for the class not to exclude certain students, but to remove the frustration/discouragement or lack of success on the part of the student who may not meet the skill level listed.

5. What is the BEST way you can handle a disruptive student?

RS: The teacher should decide ahead of time the rules of conduct for the class. These should be addressed at the start of the class making sure the rules are understood by the class. 

If the student is disrupting the class with questions - Address the class and advise them there will be time for questions soon. Take questions/comments periodically through the class at the end of the the step/concept.

If a talkative student is disrupting the class - Address the class and advise them to share a question or thought about the project. If conversation is not about the class ask them to refrain from talking and extend courtesy to other students are listening to the instructions. If repeated, ask the student(s) to hold the conversation until the break or take the conversation outside the classroom.

If cell phone/texting by a student is disruptive - Address the class and advise them to quiet phones during class time and phone usage can resume during break or after class.

If student is asking other students in the class for instruction - Address the student individually. Answer questions regarding instruction. If skills aren't adequate enough to complete the class, refund the class and direct the student toward a prerequisite class to better enable skills or offer private teaching time (if possible)

6. What is the difference between teaching a TECHNIQUE and a PROJECT?

RS: I think project classes are more linear and more easily outlined into exact steps. While all level students enjoy a beautiful piece of jewelry, I tend to link project classes with more beginner level beaders.

A technique class can be more difficult to teach and can take longer amount of class time. I tend to think more advanced students are interested in exploring the possibilities of a stitch and using it to create their own artistic vision. Advanced students are less likely to be disappointed if they complete the class with a mere handful of tangible samples they know they can incorporate into their own projects, in their own color palette or as inspiration for other concepts. With technique classes, there is more of an opportunity for students to think outside the box and teachers need to be prepared to answer these questions or explore the concepts together.

7. What is the importance of using the materials you've listed in your materials list for the specified project (you're teaching)?

RS: It is important that the materials listed fit the project or technique. While most projects allow for some choices to be made to express personal preference or color palettes, I try to explain some materials have been chosen for structural reason - certain beads are better for Right Angle Weave (RAW) or loom work or that certain materials (like FIRELINE) are necessary to prevent crystals from cutting threads. The instructor may want to include materials such as customized templates if needed for the project or offer (optional or specialized) supplies for purchase. Offering customized materials as part of the class or for purchase helps insure the success of the student, uniform results and can save the time of the student in trying to locate such supplies.

8. Which do you find more useful: Written instructions with diagrams or STEP by STEP photographs and instructions (please chose one or the other):

RS: I think a teacher ought to present multiple ways to teach a concept. I prefer written instructions with good diagrams. It is difficult to present step-by-step photos because I find you can breakdown the process too much for the advanced beaders and wind up with way too many photos. If you cut back on the number of photos, you risk missing an important step for other beaders.

9. In your experience, is an average student easier to teach than a student who is taught? 

RS: Average students can be great students. Certainly a student who has taught may be a more advanced beader and may learn more quickly. However, a beader who has taught (or an advanced beader) might be impatient, may not want to follow all instructions in the belief they know better/alternate way. Conversely, a student who has taught may be more appreciative of the work the instructor has put into teaching the class.

10. If your prerequisite SKILL LEVEL for the class is INTERMEDIATE: How do you divide equal amounts of time between Beginners/Intermediate to Intermediate beaders? 

RS: Ask a few questions at the beginning of the class to get a sense of how many students you have at each skill level. If possible group beaders of similar *skill* level together. Sometimes it's not a matter of spending equal amounts of time with each skill level as it is giving equal amounts of instructional support. So that all of the students get quality learning experience - beginning beaders may get little more instruction time learning a technique and the teacher can offer intermediate or advanced beaders an alternative or advanced step, concept or technique to a more advanced beader.

11. OPTIONAL: Please write specific tips for any student reading this to become a BETTER student:

RS: 

• Be prepared by reading the description of the class. Understand the time allowed and the beading skills required.
• If you have questions, contact the instructor BEFORE the class. You can clear up questions concerning supplies (there may be a reason why certain supplies were chosen), techniques used, time constraints, etc.
• Come on time and be prepared with the supplies required for the class.
• Pay attention in class.
• Be polite, do not talk or distract others in class.
• Be considerate - there are multiple methods of doing things. There may be a specific reason why the instructor has directed you to do something a specific way. You can always do it your way - later.
• Be aware everyone does not bead at the same speed. Some will finish the project - some will not. You can talk to the instructor at the end of the class if you think you will need additional instruction to finish.
• Do not share copies of instructions from classes with others without the permission of the instructor.
• Do not copy an artist's work to sell without the artists' permission.
• Do not copy any work that has appeared in a magazine, book or website without the artists' permission.
• Do not teach a beading project that has appeared in a magazine, book or website without the artists' permission.
• Do not teach a beading project learned in another teachers' class without the teachers permission.

Like what you've read about Rebecca? Find her here:

Next up we have Sylvia Valle.

Thanks for reading. Check a box. Share a comment. Join in and share the post! 

How to become a BETTER Student . . .TEACHER: Jill Wiseman

Jill has a book coming out in 2012 and I know I've said several times on this blog that one of my favorite things about hosting Guests is that I get to say what I think about the Guest - Jill Wiseman - where do I begin? We've grown so fond of each other over the last couple of years we've listed each other as SISTERS on Facebook. (JILL has a book coming out in 2012...)

Without thinking at all I'd say - she's hands-down one of the most beautiful people I've ever met. A straight shooter - articulate - funny - forgiving - lovable - laughable - an artist - a romantic - a dreamer - she's one of those people whose entire AIR of PERSONALITY rubs off on you so quick - you're sucked in and in love before you have a chance to think "What just happened? ...she makes being her friend EFFORTLESS. (Jill has a book coming out in 2012...) 

Thank you Jill - for letting me abuse my friendship bond and sucker you into answering my questions. Sister - Friend - Confidante and if that isn't enough - her mother is freaking AWESOME too! I'm so proud of you. Lucky me!  Did I mention she has a book coming out in 2012?? 

1. What is your most difficult obstacle to overcome while teaching a class?

JW: Having students with vastly different levels of beadweaving experience in the same classroom. When you have experienced beadweavers as well as folks who have never touched needle and thread before, you have very different audiences to teach. When teachers develop a class project, they will usually have a level of difficulty or experience level that they assign to the class. Students need to make sure they pay attention to those designations to find the appropriate class for them, or else they won't have the best experience they could have.

2. What is your most difficult obstacle to overcome while attending a class?

JW: (didn't answer this question)

3. Why do you teach? (Be very specific here please):

JW:  I teach for so many reasons. First of all, because it's how I make my living. But I chose this career because I enjoy it so much. I cherish the interactions and instant bond I get with other beady folks all over the country while we work away. I love to see that "A-HA!" moment when one of my students suddenly gets what she's been struggling with. My students are putting themselves in my hands and trusting me to not only help them make beautiful things, but also have a fun social experience, and not feel stupid while they learn something new. Personally, I get a huge emotional payback when people leave class happy.

4. How do you feel about  beading SKILL levels: Beginner, Intermediate and Advanced:

JW:  I think it's important to use skill levels to help students find the appropriate classes, but I also think there needs to be an identification of what those skill level expectations are. For instance, I find that most people who label themselves Beginner are not what I think of as Beginner! So we need a common understanding of what those terms mean to that teacher. For me, a Beginner is someone who has never done any beadweaving before, or has fewer than 5 projects accomplished. Intermediate is someone who has made more than 5 projects, and is comfortable with the stitches they've learned. They don't necessarily need to know the stitch in the project, but feel they can learn it pretty easily. If I ever DO feel like they already need to know a stitch, I will specify that in the class description also. An Advanced project requires someone who has a broad range of beadweaving skills, and they can concentrate more on construction details rather than learning a stitch.

5. What is the BEST way you can handle a disruptive student?

JW: (didn't answer this question)

6. What is the difference between teaching a TECHNIQUE and a PROJECT?

JW:  A technique class teaches only a stitch. There is no finished piece of jewelry at the end of class - just the knowledge of how to follow other patterns using that same stitch in the future. A project class teaches a specific piece of jewelry, so what the student makes will look just the same as the sample piece.

7. What is the importance of using the materials you've listed in your materials list for the specified project (you're teaching)?

JW:  A student can not assume that substitutions of beads will work. Sometimes they will...and sometimes they won't. When we develop projects we are using specific materials to get a specific look and spacing. Some Size 11 seed beads can be twice as wide as others. Some types have tiny holes that won't accommodate the number of thread passes needed. So working with the supply list will ensure a successful outcome, while trying to assume that substitutions are okay often will not be the best choice.

8. Which do you find more useful: Written instructions with diagrams or STEP by STEP photographs and instructions (please chose one or the other):

JW: I most often use written instructions with diagrams because I can make a diagram big enough to really show the thread path. I will sometimes supplement with photos to show how the piece will look at that point in the project if I think it will be useful.

9. In your experience, is an average student easier to teach than a student who is taught? 

JW: (didn't answer this question)

10. If your prerequisite SKILL LEVEL for the class is INTERMEDIATE: How do you divide equal amounts of time between Beginners/Intermediate to Intermediate beaders? 

JW:  There are fast beaders and slow beaders. Beaders who pick up new instruction better than others. And those groups don't necessarily correspond! So my feeling is that a good teacher has to let everyone bead at their own pace, and be flexible as she moves about the room to give the appropriate help as needed. Trying to force everyone to work at the same pace is stressful for those who are slower, and boring for those who are fast. Encouraging them to remember that this is a hobby...NOT a competition...is helpful!

11. OPTIONAL: Please write specific tips for any student reading this to become a BETTER student:

JW: (didn't answer this question)

Like what you've read about Jill? Did you know she has a book coming out in 2012? Find her here:     Tapesty Beads

Next we have Rebecca Starry.

Leave a comment. Check a box. Share this blog. Join the fun. Thanks for reading.

How to become a BETTER Student . . .TEACHER: Kim Spooner

Kim Spooner is one heck of a lady! She answered my call to respond to these questions - volunteered - with no previous knowledge of what I might be asking! She is also a published designer - look for her work in Beadwork and Bead & Button magazine! She's very sweet and I gotta say - I'm lucky to be called one of her "friends". Thank you so much Kim! I appreciate your answers and that you took the time to help.

1. What is your most difficult obstacle to overcome while teaching a class?

KS: Some people learn by doing, some by reading text and still others by viewing diagrams or pictures. Trying to accommodate all of these and provide each student with enough information to be able to walk away and replicate what they've learned is my greatest challenge.

 

2. What is your most difficult obstacle to overcome while attending a class?

KS: (didn't answer this question)

3. Why do you teach? (Be very specific here please):

KS: Meeting new people and sharing my designs with them as well as seeing the fun & sense of accomplishment on their faces when I've done my job properly.

4. How do you feel about  beading SKILL levels: Beginner, Intermediate and Advanced:

KS: I think they're too ambiguous. It's rare to see one of these descriptors without further explanation of what is required and that often isn't enough information. For example: Intermediate - experience with peyote stitch required. I've had beginner students sign up for an intermediate class because they thought that the last project they did had used the required stitch when that was far from the case. It's difficult for shop owners to know the skill level of new customers too! 

5. What is the BEST way you can handle a disruptive student?

KS: I've found that giving them as much of my time as possible while still being fair to the rest of the class is the best way to handle someone who might be viewed by the others as disruptive. I will also try to suggest (in private and after the class) that they might benefit from a private class in the future in order to get the benefits of one-on-one instruction.

6. What is the difference between teaching a TECHNIQUE and a PROJECT?

KS: Teaching a technique can be more difficult than teaching a project. A project requires that the students learn the specific steps involved in completing a design. When teaching a technique I feel it's necessary to explain how it can be applied. For example: when teaching beaded cabs, I would demonstrate how students can alter the basic technique to accommodate different shapes and sizes of cabochons.

7. What is the importance of using the materials you've listed in your materials list for the specified project (you're teaching)?

KS: My materials lists contain the elements necessary to duplicate the samples I've provided to a store and my class will inform students how to make the design using those specific materials. Therefore, any variation from that list (other than the color of the beads) is an alteration to the original design and while the substitution may produce an interesting design itself, cannot be used to learn the original.

8. Which do you find more useful: Written instructions with diagrams or STEP by STEP photographs and instructions (please chose one or the other):

KS: (didn't answer this question)

9. In your experience, is an average student easier to teach than a student who is taught? 

KS: I've never taught a teacher so I can't answer this one.

10. If your prerequisite SKILL LEVEL for the class is INTERMEDIATE: How do you divide equal amounts of time between Beginners/Intermediate to Intermediate beaders? 

KS: I don't even try. I've found that in most cases, INTERMEDIATE beaders require instruction to begin a project but need/want less once they've begun thus allowing me to spend more time with the Beginner/Intermediate students. I regularly tour the class and offer individual time as needed during the course of the class.

11. OPTIONAL: Please write specific tips for any student reading this to become a BETTER student:

KS: 

• TURN off your cell phone. Be prepared to be unreachable during the class. If you can't be, please try to reschedule the class another time.
• WHILE it's fun to bead with a friend, please don't use the time in class to catch-up on your lives. It's disruptive and discourteous to both the instructor and other students.
• ASK questions. This is supposed to be a fun experience. The last thing I want is for you to get frustrated trying to figure something out for yourself. If you get stuck, please (me) ask for help. Everyone learns by different methods and at different speeds - there is no shame in requiring further clarification to fully understand a process or instruction.

Like what you've read about Kim? Find her here: Kim on ETSY

Next we have the FANTABULOUS Jill Wiseman

Thanks for reading. Share it. Join the fun and leave a comment. 

How to become a BETTER Student . . .TEACHER: Kim Stathis

I met Kim Stathis in Wisconsin at The Bead & Button show - Miller Time Pub - with Shelley Nybakke - eating cheese curds and having drinks. She's very approachable - easy going and witty. I was drawn to her very affable manner with a little quirky quick wit thrown in for good measure. Kim teaches everywhere and as far as I know - she makes her living doing just that - teaching! Her work is amazingly detailed (as you'll see below) Welcome Kim Stathis - and thank you for taking time to be apart of our series How to become a BETTER Student:

1. What is your most difficult obstacle to overcome while teaching a class?

KS: Trying to keep the class moving forward in an organized manner from the beginning to the end can be a challenge. The students all work at different speeds or levels as they complete the beadwork within a workshop.

2. What is your most difficult obstacle to overcome while attending a class?

KS: ( did not answer )

3. Why do you teach? (Be very specific here please):

KS: I really enjoy being with a group of people that share my interests and my enthusiam for the same media. It gives me a sense of accomplishment to be able to design and then be able to successfully teach that design to students. 

4. How do you feel about beading SKILL levels: Beginner, Intermediate and Advanced

KS: It is really important to define the skill levels needed for a workshop. It eliminates stress and frustration for both the student and the teacher as well as for the other students in the class. It also gives the student a clear defined parameter as to what experience and knowledge is needed to be able to complete a workshop. The student then has the opportunity based on the skill level needed to learn the necessary skills prior to a class.

5. What is the BEST way you can handle a disruptive student?

KS: The most important thing to remember when dealing with a disruptive student is not to become combative with them. Luckily, I have not had any really difficult students and have not had to deal with a really unpleasant situation!

6. What is the difference between teaching a TECHNIQUE and a PROJECT?

KS: A technique defines the method used to make a project. A project is the finished product created using a technique. Techniques do not belong to anyone and are not copyrightable. Projects on the other hand can be original designs and therefore copyrightable.

7. What is the importance of using the materials you've listed in your materials list for the specified project (you're teaching)? 

KS: It is important to use exactly what is called for on the materials list. These are the materials that were used successfully to create the project. Any variation from the requested materials list for a project can result in a project that will not work properly.

8. Which do you find more useful: Written instructions with diagrams or STEP by STEP photographs and instructions (please chose one or the other):

KS: I choose written instructions with diagrams. I find that I have more flexibility to draw and explain a step visually than I would with a photograph. I also have found that students respond better to step-by-step written and illustrated as opposed to a photo of a step.

9. In your experience, is an average student easier to teach than a student who is taught? 

KS: I find that average students can be a little more open minded than a student who has taught their own classes.

10. If your prerequisite SKILL LEVEL for the class is INTERMEDIATE: How do you divide equal amounts of time between Beginners/Intermediate to Intermediate beaders? 

KS: You need to come to class knowing you can have a mixed skill level in the class. This is usually always the case in a class. This means your instructions should also take into consideration you will be dealing with mixed skill levels. It can be difficult to juggle different skill levels within a class. I just try to be patient and get to everyone who needs help. I do rely on my instructions to be an equalizer with the different skill levels. My instructions are very detailed so even if a student is more of a beginner, they will still be able to follow along and work independently without being left behind the intermediate students.

11. OPTIONAL: Please write specific tips for any student reading this to become a BETTER student:

KS: 

• MAKE sure you know what the class requirements are. If you are not familiar with the technique used for the project, take some classes at your local bead store to learn the requested technique.
• READ the materials list and do not substitute materials without checking with the teacher first.
• COME to class prepared with the requested materials so the class can start on time.
• BE RESPECTFUL of other students in class regardless of their skill level.
• BE PATIENT if you have to wait for the teacher to help you out.
• BE OPEN minded learning a new technique or doing a technique in a different way. Everyone does things differently and it is a good thing to learn a different way to do something.
• RESPECT the teachers' copyrighted workshop.

Like what you've read about Kim? Find her here:   Kim on FACEBOOK


Thanks for reading. Check a box. Leave a comment. Share this blog. And don't forget FRIDAY Giveaways...