Just finished what i think is my 4th week teaching in 2nd year at the Leicester School of Architecture. Small group today, but good students. We just talked about their projects on a loosely individual basis, where others could take part of they wanted.
I found this quite rewarding. It was nice after having two very focussed sessions in the previous weeks to have an opportunity to look at their projects as a whole, and think about their interim reviews in a couple of weeks time. I guess they’re also getting to know who I am now too. This made things a bit more familiar, and i found it easier to hear them out before trying to empathise with their situation and help them work out a strategy for moving on.
Im finding teaching really interesting. Ive always been quite critical of who is allowed to teach on architecture courses – my employment highlights the fact in can be anyone! Ive no formal teaching qualification and im not fully qualified as an architect…so on what basis can i be trusted with other peoples’ education? Especially an expensive one…
But i guess what is important is actually the reflective nature of the teachers themselves. Maybe the simple fact that i am interested in improving as a teacher is reason enough? Teaching – like the social production of design – is about co-creating knowledge; about building a common ground for dialogue about an idea that can be put into practice, and in this respect i guess i’ve had five or six years of training! In treating my role as an educator like my role as a designer, i can help students on their journey towards bettering themselves. A solution of aspiration and best fit that is not unlike the design for production of a building, product, service, event, etc
But how can i remain fresh? And resist the idea of settling into a job in a way that breeds complacency and – in the worst cases – apathy and dislocation from those whose time you have taken custody? This happens too often, and these formative and (now expensive) years are just too important to let that happen.