To this day, I remember how many of my teachers made me feel.
Beginning in elementary school, all the way through graduate school, I remember the teachers who made me feel positively, and sometimes negatively, about myself and my work. It was those special educators who made me feel supported and comfortable and instilled in me the confidence to think from different perspectives, to expand and explore my ideas more deeply, and ultimately to study harder and excel in my chosen field.
This is where my teaching philosophy and what I strive to achieve in my classroom are rooted. An encouraging, positive, and safe space in which students feel positive about themselves and their creative talents, where they are comfortable in being expressive in all aspects of their work. An environment that encourages curiosity, wonder, and excitement no matter what the subject or assignment.
As an instructor in an intrinsically creative field like fashion, I work in a hands-on manner, engaging the students from the very beginning of the course with the goal of engendering those feelings of positivity, curiosity, and excitement.
My favorite teaching technique is active learning or the “I DO, WE DO, YOU DO” method. I demonstrate the lesson, the students do the lesson, and then they do another assignment outside of class to reinforce the lesson. I walk the room to watch the students and assess their process. I engage them with prompts if needed, and encourage them to confer with other students to exchange ideas and solve problems.
I often incorporate authentic learning situations in my lessons to help students understand the connection between what they are studying and what is happening in the broader fashion industry. I share these examples from my experience as an industry professional. I also source material about current events from podcasts, videos, articles, social media, and company websites. I particularly find the Business of Fashion or BOF podcast educational and current.
I also use an experimentation approach to teaching, particularly in textile and construction classes. I want the students to touch the fabrics, drape the fabric on themselves or others, and wave it in the air. Not only is it fun, but it helps the students learn through trial and error, discovery, and exploration.
Building on the experimentation, I regularly seek opportunities to move the classroom outside the walls of the school building. On or off-campus field trips to museums or designer workrooms are an important tool for not only reinforcing lessons but also enhancing the course curriculum and expanding students’ knowledge base.
I believe having students take field trips, or applying practice to the theory gives it a different, more tangible dimension. In addition, these excursions can be a powerful motivator encouraging a deeper exploration of a particular subject or sparking interest in a new one.
I also make it a priority to get to know something about each individual student – their interests and hobbies, why they have chosen their specific major/minor, or their future goals. By building these relationships with the students, I can better relate my lessons to their lives and encourage active discovery.
I aim to establish classroom boundaries during the first student meeting. Doing so sets expectations and consequences for student’s actions and consistency for the class duration. I determine daily goals for each class, providing direction for how the class objectives will be achieved.
To assess my students’ learning, I use both formative and summative methods, including quizzes, exams, peer critiques, group projects, and final exams. In all instances, I assess over the entire course duration in order to ensure the students are reaching the course objectives. The assessments also help measure my teaching efficacy and alert me to any alterations that need to be made to future lessons or teaching methods, so I can ensure the most positive learning outcome for my students.
Positive learning outcomes, such as learning how to give constructive criticism or acquiring basic sewing skills, are the reasons I teach. Without the students, there is no classroom. The students are my purpose. Knowing I get the privilege to experience their “aha” moments, creativity, joy, disappointment, and growth brings me back to the classroom every day.
The students and my curiosity are why I learned new sewing techniques, more advanced pattern drafting methods, and new computer programs. They are why I continue to research and study all aspects of this ever-changing industry. As I push them to grow, they push me to grow, and together, as student and teacher, we forge forward in the world of fashion with curiosity, wonder, and excitement.