Before I opened my big mouth during today's faculty meeting, I sketched for 10 minutes or so.  Improvising your support and drawing when time is (very) limited are two topics that I tackle in my book Sketch
In this case: the back of a photocopy we got.  
I love the dark that the Mont Blanc ink can achieve.  


George Bondurant said...

My first part of advice is NOT to do it for them. Maybe that is obvious, but I still see a lot of training tasks or projects which clearly had so much parent taking part as to not be the child’s own work. They do not really learn anything well that way. Give them room to make mistakes and to not do perfect work - that’s the best way for them to learn not only what the outlooks of their teacher(s) are, but also what is most useful for them to get to that result - on their own!
Of course, there are many dependencies in the vital answer - skill level, preferred or necessary skill level, learning styles, whether the task is a stretch task that they might need more help with or just a practice or recurrence of a little they should have already learned. All those should be taken into account in determining how much help to give and how to give it.
I, in my opinion, try to stay out of their homework as much as likely and give them the room to try to do it on their own. I think it put up self-rule and confidence - to a point (irritation with a task can break that down, so there is a fine line we walk in figuring out when to get mixed up and when to back off). So mostly I have them do it and then I do a quick review to check if the lot, or most all, is right - or at least on track. For certain subjects, I just stay out of them totally and let them do the work, turn it in, and see how they do. This is mostly true of the more mundane daily projects. So that my advice. Be there, help out, offer help if you think they might need it but aren’t asking, cheap essay writing service and certainly, help if they ask, but do not do it for them, and do not get over-involved.

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