A First-Time Teacher’s Journey in Textile Design
Part #1 — Why I Started Teaching Textile Design as an Extracurricular
As a textile student, I still remember the thrill of weaving my first fabric. Holding that small piece in my hands — textured, imperfect, but completely mine — was magical. Later, when I created my first product that could actually be sold, I felt the joy of hard work culminating in something tangible and beautiful.
That sense of discovery never left me. It’s why, when I had the chance to teach textile design as an extracurricular course, I said yes — even though it was my first time teaching. My hope was simple: to give my students a glimpse of that same excitement I once felt, the joy of turning an idea into something real.
My First Class: The Reality Check
Walking into my first session, I carried with me not just lesson plans but also my old university project samples. I wanted students to see what textiles can be: block prints, embroidery, weaving, resist dyeing — a whole world of techniques waiting to be explored.
I kept things lighthearted and fun, passing around samples, telling them stories of my own projects, and explaining how every square of fabric can be a canvas for creativity. The students were curious, engaged, and even a little wide-eyed. It was a great start.
But then came the moment I’ll never forget. At the end of class, a student politely raised their hand and asked:
“Miss, what’s your name?”
That’s when it hit me — in my excitement, I had forgotten the most basic thing. I hadn’t introduced myself! I laughed it off with the students, but even now, I cringe a little at the memory. It was humbling, and it taught me something valuable: teaching is about connection first. Students need to know who you are before they can really dive into what you’re teaching.
Why Textiles Work So Well in Extracurriculars
What makes textiles exciting in an extracurricular space is that they are hands-on and approachable. Students don’t just learn about color, texture, and pattern — they get to transform fabric into something useful.
Each class builds toward small products: coasters, bookmarks, tote panels, wall hangings. By the end of the year, students won’t just have a sampler of techniques — they’ll have a mini-collection of their own work. That’s empowering.
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And unlike core subjects, extracurriculars give space for play. Mistakes aren’t failures; they’re discoveries. A smudge of paint becomes a new texture. A misaligned print becomes a layered pattern. Just as I once found joy in weaving, I want my students to find joy in experimentation.
What I Learned from My First Class
That first session reminded me of two important truths:
- Content matters, but connection matters more. Students want to know the person behind the subject.
- Samples speak louder than words. When students can touch, feel, and see possibilities, they’re instantly engaged.
✨ Tips for First-Time Extracurricular Teachers
- Bring physical samples. Nothing sparks curiosity like seeing and touching real examples.
- Keep it light. The first class should feel exciting and accessible, not overwhelming.
- Introduce yourself properly. It seems obvious… until you forget!
- Focus on exploration. Extracurriculars are a safe space for trial, error, and play.
Looking Ahead
I’m still new to this role, and I know I’ll make more mistakes along the way. But I’m excited to share the journey: the plans, the surprises, and the small wins that make teaching textiles so rewarding.
Because teaching textiles isn’t just about fabric. It’s about helping students feel that same spark I felt years ago as a student — the joy of holding something handmade and realizing: “I made this.”
👉 Next up in the series: “The First Class: What I Planned vs. What Actually Happened.”
