The Teacher/Student Relationship
Much can be gleaned from knitting together, side by side with a fellow crafter. In past posts, Kate and I have explained projects and processes of our collaborative yarn bombing efforts but have not touched on the mutual relationship that has transpired.
Typically, our projects start with an idea, followed by a meeting then quick communications back and forth to answer questions or status updates on the work we’re creating. Up until our most recent project, we have been quite successful working together in this manner.
We are currently working on a more complicated design for our next public install. I created a pattern template, described it in person to Kate, sent photos and descriptions of the pattern via email and so forth. We thought we were on the same page but variations in our work confused us. What was happening in our knitting that was different from one another?
The Social aspect of learning in a group
As Kate outlined in her previous post, Knitting Circles and KAL’s provide an environment with social and educational merit. Knitters gather to show off projects, socialize and help one another with their projects. This setting allows for advanced knitters to offer advice and encouragement to novice knitters – or to anyone who just can’t figure out what’s happening in their knitting process. (Sometimes it takes an extra set of eyes to determine what is happening spatially when knitting.) Kate and I determined a KAL was in order. Kate and I are colleagues but we quickly noticed that our relationship at this moment was teacher/student. I put down my knitting, watched her work, recognized the problem and began to teach her through hands on method where the problem lay. It was only through this shared experience were we able to solve the problem.
By teaching and working with Kate, I gleaned a deeper understanding of the knit stitch and Kate recognized that simple maneuvers really do make a difference. Also during this process I began to think of our re-crafting math lab in a bigger context. Is there something to the knitting circle environment (and the social engagement) that breaks down the barriers of worry, anxiety, frustration and feelings of “not knowing” from a classroom setting and allows for a more healthy learning environment – one in which sets the stage for confident learners? What is the thin line that creates a trusting and non-threatening relationship of the shared environment of a knitting circle – where one sometimes doesn’t even realize they’re learning?
A knitting circle evolves and is constantly changing. The teacher/student relationship isn’t static. Is there something to be learned from that alone?
|Yarn bomb banner front, two color knitting|
|Back, where Kate and I realized there was a problem|