Since the beginning of my experience as a teacher the observation of colleagues and those more experience than me has been lacking. And so for my first contribution I wanted to share a segment from one of my classes in order to receive feedback but also for myself as a way to analyse my practice and what improvements I could make.

The recording that I shared was concerning a pattern design workshop in which I forego the on-screen presentation which I would often use, providing the students with a practical demonstration of the design process which I would like them to attempt during the workshop.

This method of explanation and the remainder of this kind of session I believe relates most to the CAR method, in that:

• The students understand the technical process as a result of the practical demonstration from someone who is confident in the process and so there is an aspect of Competence that the student can take from the introduction to the class.

• Following the introduction to the method with which they should use, the students are expected to work independently and are given freedom and Autonomy to explore the possibilities that the process allows.

• While the task is not a group activity, because the nature of the workshop is in making and tools and materials are shared, it offers an opportunity to talk and discuss the process as they proceed. Some students also understand the process better than others and support each other in fulfilling the task, creating an atmosphere of Relatedness.

Re-watching the lesson together with the BTQ class with Babette was interesting and generally positive, providing me with analytical insights from an outsiders perspective.

In answer to the question What went well? The following observations were made:

• The purpose of the class was explained within the context of the students past and future lessons.

• By communicating by doing the instruction was clear and reasonably concise.

• Connections to the industry and wider subject matter were espressed to create further relevance for the students.

• The host performance had energy and voice and contact with the students was considered.

• The presentation was organized.

The Questions that arose from the analysis, I found particularly helpful:

• The presentation is broadly instructional, but more space for questions could invite better dialogue.

• There could be more questioning of the students: What’s next? Where can it be applied? Do you remember what we did in the last class?

There was also a question about how well I know the students: By this particular lesson, I had taught them around five times, and with this group there had been a good interactive dynamic from early in our classes together.

Reflection

Creating this excerpt in itself was a great opportunity to critically analyse my own practice as a teacher, which allowed me to draw certain conclusions about how best to adapt the way I host the class.

What was particularly useful was opportunity to share this excerpt with others, which provided me with valuable insights about my use of language and how this too can be adjusted even if only slightly in order to move towards the answering of my questions. Most relevant particularly to my question of how to encourage a better dialogue with the students.