Pushing vs Guiding and Supporting, where is the tipping point?

When guiding, supporting and being present with students turns into ‘Pushing’

This often happens when the students need to produce a presentable outcome.

What I need from the students? I project my fears and insecurities onto the students. I need to show through my students’ work that the process works. In that fear I take away the students’ ownership and responsibility of their project by micro-managing, doing things for them, taking the work out of their hands. So that the outcome appears to be presentable in my and others’ eyes. When I bring that agenda to my teaching I am not able to hear and support the individual student.

The students often react in disengagement with a ‘hands-off’ approach. They loose connection, excitement, trust and a sense of ownership over their work.

On contrary, when I am present with students and encourage, support and spark their curiosity the students gain trust in their abilities and the creative process.

Therefore, I need to walk with the students. Start to see their curiosities and interests through their eyes, while seeing possibilities of where they can take it next.

It starts to get dangerous when I overtake responsibility of their work and tell them where they need to go on their journey.

How can the students have a sense of ownership of their work?

• Element of choice, while giving clear guidance
• Give time for their process, students work on different paces
• Make space for different outcomes. What do students want to do?

Questions and Notes to myself:

What external responsibilities to I take on? Get clear right in the beginning of a course what the outcome might be. Build in flexibility of the outcome.