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scottiebie

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  1. Gabby, thank you for your response. In your response I've highlighted a sentence in bold lettering that you have taught students with disabilities. Even though this student has told me about her disability, she chooses not to declare her disability status to the college's disabilities office, therefore no accommodations have been issued. In my many years of teaching, have not taught anyone with this student's disability, nor do I have the expertise in guiding someone with her disability.
  2. Another encounter with the same problem female student. Towards the end of last Spring semester, the female student was enrolled in my advance ceramics class. In one of my last class meetings, as the students were just finishing their glazing of their projects, some students were just sitting around because they were already finished with completing their glazing, I decided to show a CD of a famous ceramic potter. The CD included some background music that irritated this student, so she told me she would remove herself from the class until I finished showing the CD. When she came back to the ceramics studio, she told me for future CD lectures if I could let her know prior to the next class if I was going to show any other CD or video lectures. Do I need to accommodate her request? I felt now she wants to control what, when and how I run my class.
  3. What's the percentage of potters in the U.S. that their only income is making their living exclusively selling their pots?
  4. I've seen the beautiful results of some of Tom Coleman's pots (see attachment jpeg) that I'm assuming he has applied by trailing the decorating colors. Has anyone use these colors? I read on Aardvark Clay and Supplies website that these colors are applied on glazed bisque ware, so after the glaze(s) are applied on the bisqued pot, then the glazed pot is re-bisqued fired and then the over glaze trailing of these colors. Is this the application sequence of the colors? Can these colors be applied over a glaze? Any suggestions?
  5. Oooopppsss! Your glaze suggestions are for reduction firings. Thank you for those who replied.
  6. There's about 25 different glazes stored in 2 and 5 gallon buckets in a community center studio. They have accumulated because the advance students wanted to try them out. Some more popular than others. Some have dried out. Want to scale back and start fresh. Looking for suggestions or recommendations for 6 to 8 basic cone 10 glazes to start off for beginning students that are stable and take oxide/stain brush decoration well.
  7. The challenge for me is the problem student will immediately take action to confront what is bugging/ annoying the problem student. I'm the last one to find out after the confrontation between a student has happened. The problem student has ignored to let me know what is the issue that is bothersome. In a enrollment ratio of 35 to 1, it's tough to know what's going on in the studio with each student's focus. I'll have to be firm in the conduct consequences if the problem student disruptions persist.
  8. I forgot to mention that there are a handful of students that are friends of the problem student in class. They are not close friends, just friends in class. These students at one time or another witnessed the student disruptions and some of these students have tried to talk to the problem student, but they get nowhere and the student continues the disruptive actions. I've seen some of these students will move away from working next to the problem student, who doesn't realize being the cause of alienation. I'm talking to these students to see if they would consent to being a witness to the problem student's disruptive actions. Those who consent to being a witness, I will include in my future documentation.
  9. Thank you for all of your responses, comments, suggestions and recommendations. Since my initial post I have done some homework and made contact with my college's disabilities office. I spoke to the coordinator who made a recommendation to document every disruption to include date, time and complaint and also notify my department dean about this student's disruption. The coordinator mentioned it is the personal right of the student whether to declare their disability to the college. The coordinator said if the student does not want to use the possible accommodations offered by the disabilities office, then the student's actions are disrupting the class, which falls in line with the college's student code of conduct, in which it recognizes the student disruption as a disruption to the instructor, the course focus and a distraction to students in the class. The coordinator recommends having a one-on-one meeting with the student about the college's student code of conduct. There are steps that a instructor can take if there are re-occurring disruptions.
  10. Anyone have suggestions or recommendations on how to handle a college adult female senior student that has occasionally disrupted some of the other senior citizen students and sometimes the whole class. She has been enrolled in my classes for several semesters now. Over the years her disruptions have occurred and I have talked to the her and the students and emotions would calm down but have not done anything to solve the problem. A few semesters ago, I actually was called out even before class started. She came in early to set up her work space and when she walked in, another student had music playing in the studio. She came to me and told me that she won't be staying for class because of the music. I tried telling her that we can lower the volume, but she said no and walked out. Her problem is that she cannot deal with any music being played during class time and it's not only music, any kind of repetitive slapping, pounding of clay or studio noise. She will take it upon herself to confront students without me knowing and then come to me to complain. She has admitted it to me she has a disability, but will not seek accommodations through the college disabilities office. The most recent encounter was yesterday during my class. She complained about another female student slapping and pounding her clay on the wedging counter which is in close proximity to where she was throwing on the potters wheel. I did not know that she complained to the student before coming to me. This student was really annoyed and came to me to complain about her actions. I have talked to other instructors about this student and one ceramics instructor suggested that she wear ear plugs. I made the suggestion to the student and she ignored it. This student has alienated herself from a couple of friends she does have in class. She behaves normally most of the time in class, but will suddenly go off and take matters (what's bugging her) in her own hands. I am at a point where I am documenting her complaints, just in case I take further action. Why does a large class of 35 students that like listening to music in the studio have to stop the music or any studio activity to accommodate 1 student?
  11. I posted this question because all this time I've told my beginning wheel students that they can cut blocks of clay right off the new bag and form into clay balls and start centering, never wedging the clay first. After reading liambesaw response, I will have my beginners wedge their clay first. It will make all the difference in the world. Wedging will blend the clay to a uniform consistency and make it easier to center.
  12. Is it a good idea to wedge clay from a new 25# bag of clay in prepping to make balls of clay for throwing?
  13. Thank you Stephen for your recommendation for the strong arm tool. This is a great option for some of my senior community students. You are right in pointing out there are students that struggle, eventually quit and drop out of the class because they can't get pass manually centering a ball of clay. Some of my past students have told me because of an old injury to either their shoulder, elbow and/or wrist that centering aggravates these body parts, so they try but eventually drop the class. I'll pass on the link to the other ceramic instructors and program supervisor to get their feedback and possibly purchase one or two strong arm tools for our studio. Thanks again.
  14. Hello Neil Estrick, Thank you for your thoughts and recommendations. My student seems to enjoy his time at the wheel. I think he has short term memory. I'll show him how to form a ball of clay to place on the bat before securing it to the bat. He can't form a decent ball of clay. The clay looks like a fingerprinted textured mound of clay. He can't get to the centering - coning up and down step because he really struggles in remembering how to secure the clay ball on the bat, right after I show him each step on how it is done. On occasion when he is successful securing the ball on the bat, I'll watch him, probably showing him too much to think and do. His hands seem to choke the clay and without any water which leads to a twisted off centered course mound of clay. It's the same result every time when he preps his clay ready for his centering attempts. I find myself reminding him all the time, sometimes physically showing him to correct what he's doing. I think he gets confused and maybe overwhelming because of the multiple tasks in centering, sometimes the steps of opening the ball, setting the bottom diameter, hands positions when pulling the wall and changing wheel speeds while centering and throwing simultaneously. My students have a "wet work" deadline in two weeks which is only two more class sessions. I usually offer hand building as another option for those students that can't center and throw, but he believes he's slowly progressing and doing okay on the wheel. I will try to teach him to make a couple of pinch pots with his finger texture and/or add coils for texture. Maybe he'll be successful and enjoy making a hand built pot.
  15. To Chilly, Thank you for your suggestions and comments. I mentioned that I teach for a community college and within the privacy rules and guidelines, a student is not required to or does not have to declare their disability to their instructor. So I'm left to guess if he has a disability. He enrolled in the class with no friends accompanying him. The college does have a office that addresses student with disabilities, but the student has to initiate to make contact if one needs certain accommodations. There was a sad moment in the last class meeting. He is meticulous in cleaning the splash pan and wheel which I complimented him on, but had after washing the two part splash pan, he approaches the wheel to attach it back (it's a Brent electric wheel), he stood in front of the wheel trying to put the splash pan back. After trying twice to mount the pan back, I asked him what was he trying to do? He then realizes that the wheel that he was standing in front of had already had a attached splash pan. He was trying to attach the pan on the wrong wheel. I have no plans in dropping him out of the class. I know the female student had good intentions and felt sorry for him. We fire to cone 10 where we primarily apply glaze by dipping and pouring glaze. I will have to pay more one-on-one attention on how he applies glaze without leaving him to do it independently on his own, otherwise, there may be problems with glaze prepping and applying too much glaze on his piece. Do you think it's fair to the rest of the beginning students to provide more time in instructing a student without knowing the student's specific disability?
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