we all get it in the end

The morning and evening classes contain quite a different demographic of learners, this is both good and bad as it keeps me on my toes and prevents me relying on just the one teaching strategy. This term we have six or seven new learners depending if the girl from last week returns. As the first lesson progressed I felt she was becoming self-conscious about her lack of progress. I tried to stress that the course is not only about stained glass, it’s also about meeting people and having some fun. The skills we teach are mastered at different rates. I feel it’s more important to get a feel for the tools what works and more importantly what doesn’t. I hope she’s back next week. Theses a lot of talk about differentiated learning, a course like mine I try to embrace all abilities. I am aware even going through the door of a college is a big step for some and I would hate to feel I had in some way driven her away. That said its surprising how pressure seems to be self generating. In the evenings lesson a student wanted to move on from cutting to grinding and foiling at the loss of some practice as to keep in touch with her fellow new learners progress. I let her as I don’t want to be a pipe poking crafts person. The road is long and in my experience if they attend they will get it.
ps dear captainslog, am trying to read a book on reflective learning. I appreaciate the language we speak but the author basks in her use of showy language "elide elucidated elision" i laughed when i googled eludicated http://www.thefreedictionary.com/elucidated
hahahahahahah

·lu·ci·date
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v. e·lu·ci·dat·ed, e·lu·ci·dat·ing, e·lu·ci·dates
v.tr.
To make clear or plain, especially by explanation; clarify

keep it simple dont show off..
sigh
still new lesson tonight ill keep u posted