RubySuMoon on mon 9 mar 98
Dear Jane, Grace, Kris, Daphne, Jenni, Berry, Dolores, PhyB, Leon, Kathi, et
al:
Thank you very much for your thoughtful suggestions regarding my plea for
help! I really appreciate your information.
My very young students are divided according to age which is helpful, and I do
have them do (hopefully) simple projects together. Of course, the more
projects I provide them the more I find out what they can and cannot "simply"
do! Since they come into class twice a week I'm trying to spread a project out
over the course of at least 2 days if not more. Of course, some of them work
furiously and claim to be done right away. I generally encourage them to go
back into their piece and do something more to it. If they truly are finished
with the piece before everyone else, I try to have them clean up and go and
draw with markers and paper I always have available. I also have books out for
them to look at or read.
The kids do love to clean up and I stop them 10 to 15 minutes before the end
of class to try to get it all done. Perhaps my expectations are too high; I
like to have tools as clean as possible, leaving as little clay behind as
possible. The idea of squirting tables sounds like fun and our tables are
covered with canvas, so that's a lot of squirting and I'm not sure if it's
feasible, but I they do clean with large sponges.
The idea of a candy reward is absolutely fabulous as is the parent help.
Parents need to be more involved.
My voice doesn't carry too far and I have a slight speech impediment. I've
thought about using a bell or something loud but pleasant sounding to capture
the kids' attention. Any suggestions for rising above the noise level?
My adult students pay $25 a quarter (10 weeks) for materials and firings,
which includes their clay. We had 6 different clays and I've dropped it down
to 4 (still too many in my opinion). I want to figure out how many new bags of
clay to allocate to each of them for the $25 fee before having them pay extra
for new clay. I am happy to offer them the option of recycling and reclaiming
clay rather than having to buy it.
Right now I am at the point where I've told the adults to throw their scraps
away in the trash and some of them are appalled at that idea.
One Idea: Instruct them to throw out trimmings and hard/dry clay or take them
home; spread their sloppy wet clay onto the plaster bat allowing enough time
at the end of class to wedge it and put it back into the usable clay bin.
Another idea: Put up a roster with instructions for the adults to spend 10 to
15 minutes of their class time say 5 times a quarter recycling and wedging
clay from the previous day's class. (They meet once a week for 10 weeks.)
Some "old timer" adult students are concerned about using "previously used"
clay -- clay that has just been used, wedged and put back into the bag.
They've apparently had some bad experiences in the past finding hard pieces
mixed with sloppy clay, pieces of junk, or the clay being too wet or too dry.
How to handle this?
I have talked to the employer(s) and am getting help; 2 adult students to use
at my pleasure, and a high school student to help wedge a couple times a week.
The 2 adults provide work exchange for class time -- supposed to be 3 hours a
week. I had them helping me with inventory since I was new to the studio. What
I realize now is that I need help with the kids more than anything else (aside
from clay maintenance). Maybe they can come in for that need or I can get a
couple of other helpers (parents). Also, the employer said they would look
into possibly hiring an assistant during peak times.
I think I am moving in the the right direction ... just needed and still need
to understand the problems I'm encountering so I can address them and look at
the best possible solutions. And once again, I thank you all for your
knowledge and suggestions.
Su
Gracedart on tue 10 mar 98
su...sounds like things are improving...suggestion for capturing attention of
the kids if your voice doesnt carry:
* elementary school teachers and cafeteria workers get attention. by using
the element of surprise and change: turn the lights off briefly...
* one teacher just silently stood in the front of the classroom waving a large
pink ostrich feather...i was even impressed and remember it from a 1000 years
ago
* i have used a severe blow on a whistle...
* today a cop trying to get the attention of drivers he wanted to ignore the
red light and focus on him finally got so frustrated he, in his yellow rain
parka, started jumping up and down like an old fashioned wooded puppet on a
stick...quite affective i might add...good luck
grace
amy parker on wed 11 mar 98
>My adult students pay $25 a quarter (10 weeks) for materials and firings,
>which includes their clay. We had 6 different clays and I've dropped it down
>to 4 (still too many in my opinion). I want to figure out how many new bags of
>clay to allocate to each of them for the $25 fee before having them pay extra
>for new clay. I am happy to offer them the option of recycling and reclaiming
>clay rather than having to buy it.
$25 for 10 weeks and all the clay & firings you can consume!!! SIGN ME UP!!!
for $25/10 weeks i think ONE bag of clay is a gracious amount! around here,
typical stoneware clay is 28.00 in hundred pound(4 bag) lots, plus tax!
amy parker Lithonia, GA
amyp@sd-software.com
Cheryl L Litman on wed 11 mar 98
I used to give the kids that finished first another project to start but
then everyone wants to do that as well and then no one ever catches up.
I've used your suggestion to pull out markers and paper and it's a good
one. Occasionally with some kids I let them use that time to do their
own project. Depends on the group. As you start getting a better feel
for how long a project will take, you can tell them that "we will be
working on this project until XX:XX so don't rush through it".
Candy rewards for kids are cheap a few store brand sour balls are big
near me.
Since I frequently do clay instruments as projects, I have a clay bell
from my first demo which I use to get their attention. I can't yell,
flicking the lights is inconvenient and I don't like whistles. The kids
like the bell since I made it. I like the sound. With young kids, 6 and
under, I can usually get them to play the "whisper game" which they think
is a blast, older kids are too sophisticated. I've seen many teachers
raise 2 fingers and all the kids are supposed to follow suit as they see
the signal. I usually, before class starts, get the class to agree on
their quiet signal - may have to repeat this at the start of each class.
In many NJ studios the going rate seems to be one 25 pound bag of clay
included in the basic fee. If you have storage space, let the adults
recycle their own clay which will solve the problem of others tossing
chunks in.
Cheryl Litman
Somerset, NJ
email: cheryllitman@juno.com
On Mon, 9 Mar 1998 20:11:09 EST RubySuMoon writes:
>----------------------------Original
>message----------------------------
>Dear Jane, Grace, Kris, Daphne, Jenni, Berry, Dolores, PhyB, Leon,
>Kathi, et
>al:
>
>Thank you very much for your thoughtful suggestions regarding my plea
>for
>help! I really appreciate your information.
>
>My very young students are divided according to age which is helpful,
>and I do
>have them do (hopefully) simple projects together. Of course, the more
>projects I provide them the more I find out what they can and cannot
>"simply"
>do! Since they come into class twice a week I'm trying to spread a
>project out
>over the course of at least 2 days if not more. Of course, some of
>them work
>furiously and claim to be done right away. I generally encourage them
>to go
>back into their piece and do something more to it. If they truly are
>finished
>with the piece before everyone else, I try to have them clean up and
>go and
>draw with markers and paper I always have available. I also have books
>out for
>them to look at or read.
>
>The kids do love to clean up and I stop them 10 to 15 minutes before
>the end
>of class to try to get it all done. Perhaps my expectations are too
>high; I
>like to have tools as clean as possible, leaving as little clay behind
>as
>possible. The idea of squirting tables sounds like fun and our tables
>are
>covered with canvas, so that's a lot of squirting and I'm not sure if
>it's
>feasible, but I they do clean with large sponges.
>
>The idea of a candy reward is absolutely fabulous as is the parent
>help.
>Parents need to be more involved.
>
>My voice doesn't carry too far and I have a slight speech impediment.
>I've
>thought about using a bell or something loud but pleasant sounding to
>capture
>the kids' attention. Any suggestions for rising above the noise level?
>
>My adult students pay $25 a quarter (10 weeks) for materials and
>firings,
>which includes their clay. We had 6 different clays and I've dropped
>it down
>to 4 (still too many in my opinion). I want to figure out how many new
>bags of
>clay to allocate to each of them for the $25 fee before having them
>pay extra
>for new clay. I am happy to offer them the option of recycling and
>reclaiming
>clay rather than having to buy it.
>
>Right now I am at the point where I've told the adults to throw their
>scraps
>away in the trash and some of them are appalled at that idea.
>
>One Idea: Instruct them to throw out trimmings and hard/dry clay or
>take them
>home; spread their sloppy wet clay onto the plaster bat allowing
>enough time
>at the end of class to wedge it and put it back into the usable clay
>bin.
>
>Another idea: Put up a roster with instructions for the adults to
>spend 10 to
>15 minutes of their class time say 5 times a quarter recycling and
>wedging
>clay from the previous day's class. (They meet once a week for 10
>weeks.)
>
>Some "old timer" adult students are concerned about using "previously
>used"
>clay -- clay that has just been used, wedged and put back into the
>bag.
>They've apparently had some bad experiences in the past finding hard
>pieces
>mixed with sloppy clay, pieces of junk, or the clay being too wet or
>too dry.
>How to handle this?
>
>I have talked to the employer(s) and am getting help; 2 adult students
>to use
>at my pleasure, and a high school student to help wedge a couple times
>a week.
>The 2 adults provide work exchange for class time -- supposed to be 3
>hours a
>week. I had them helping me with inventory since I was new to the
>studio. What
>I realize now is that I need help with the kids more than anything
>else (aside
>from clay maintenance). Maybe they can come in for that need or I can
>get a
>couple of other helpers (parents). Also, the employer said they would
>look
>into possibly hiring an assistant during peak times.
>
>I think I am moving in the the right direction ... just needed and
>still need
>to understand the problems I'm encountering so I can address them and
>look at
>the best possible solutions. And once again, I thank you all for your
>knowledge and suggestions.
>
>Su
>
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PhyB on wed 11 mar 98
Dear Su,
The best advice I have ever seen on how to rise above the noise is a pamphlet
put out by the Girl Scouts for troup leaders titled, "What to do Instead of
Screaming". I learned more from this booklet than from getting a masters in
education. Call the Girl Scout area office and ask if they still have it.
Here are two ideas that have worked for me with kids who finish fast. Ask the
kid who is "done" to "help" a kid who isn't. This could be rolling coils for
them, sponging a surface, painting on underglaze. Another method is to have
some sort of large group project for them to go work on such as a huge coil
pot (one that will take up the whole kiln) that they can go to and add some
coils.
Good Work!
PhyB
BobWicks on wed 11 mar 98
In a message dated 98-03-09 20:12:24 EST, you write:
<< My voice doesn't carry too far and I have a slight speech impediment. I've
thought about using a bell or something loud but pleasant sounding to capture
the kids' attention. Any suggestions for rising above the noise level?
>>
Su:
I spent 26 years in Boy Scouting and we had a signal that everyone understood.
If you want silence the teacher just raises their hand up with two fingers .
When the students see this they do the same , but there is no talking when the
hand is up. You would be surprised how effective this works. I might add
that I taught art for 20 years in public school and 25 at college level. I
only used this with young children.
mixed with sloppy clay, pieces of junk, or the clay being too wet or too dry.
How to handle this? I PUT WET SLOP CLAY IN OLD PILLOW CASES AND HANG UP TO
DRY A BIT.
good luck
Bob
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