The following resulted from what I have learnt about asking for feedback from students and keeping a reflective diary on my teaching practice. Making a flow chart of the ceramic process has increased the students’ understanding of what is quite a complex process. One of the students I interviewed said she thought that being a student of ceramics helped one learn patience, as the process was so lengthy and involves waiting for pieces to dry and for firings to happen. This is an unintended learning outcome that interestingly, will not be included in the assessment, yet it is a great life learning skill.
Making sure that the materials and equipment are clearly labelled, (including examples of glazes attached to buckets), has to be accompanied with explanations to students of the relevance of these details, as well as the careful handling, sustainability, cleaning, and health and safety aspects when using ceramic materials.
Recently we had our real towel taken away and replaced with paper towels, but with no accompanying method of recycling the paper. I immediately set up a labelled bucket next to the sink, which I empty regularly when I am there. Generally as a team, we also instigated an appointment system for using the plaster room, which seems to be working well, meaning that students know we know who was in there, so they clean up better!!