Intro and background
As a first-year tutor I am responsible for making my students feel at ease within the classroom, with each other and in building their confidence as they enter higher education (HE) for the first time. It’s important for this to be considered, along with their varying backgrounds, when structuring and planning my sessions.
Evaluation
Students join us from lots of different cultures and backgrounds, with varying degrees of understanding in the English language. Some have experienced HE in the context of a foundation degree, but many have not. Their experience of further education (FE) can drastically vary, which can prove challenging in the first year, of which the target is to develop them to have an equal understanding of HE and what is expected. With the overall goal of preparing them for the rest of the degree course and in building their confidence and knowledge as young designers.
Some students are living away from home for the very first time, some can experience fundamental personal issues, such as financial and housing issues which can lead to mental health issues. As per Maslows theory [A.Maslow, 1943] this can affect their ‘self-esteem’ and ability to ‘self-actualise’.
I believe that an essential component to building the students self-esteem and confidence is to develop a ‘team’ atmosphere within the classroom, to create a situation in which the students are comfortable with one another and trusting of their peers [Inspired by B.Hooks, 1994 and Chickering and Gamson, 1987]
Moving Forward
I will plan to develop and facilitate a range of ‘ice-breakers’ and opportunities that are specifically designed with comradery and fun in mind. One idea is to host a ‘speed-dating’ session, in which the students and tutors will have up to 5minutes with each person and be able to ask several formulated questions to ‘break the ice’ and help them to begin to feel more settled with one another. It’s important to include tutors within this process, so they are seen as an equal participant in the classroom [B.Hooks, 1994]
I will also plan to add in a social evening in which students can come in and customise a pair of shoes with one another, over drinks and nibbles, so long as this is permitted by the University.
Leaning upon the theory of Bell Hooks in ‘Teaching to transgress’ I will create safe space, encouraging an environment in which the students feel held, supported, and confident in showing their work, receiving, and giving feedback.
Moving Forward
To conclude, based on the theory of Maslow and Hooks, I believe that the steps outlined above will help the students in settling into their higher education journey. I will aim to include tutors and more senior peers in the process so that they feel as though they are fully immersed in the Footwear environment and begin to build upon their network.