 to the exhibition.

4. Ask follow-up questions in a non-threatening way. I watched an educator smile and enthusiastically ask teens who giggled and called a video in the exhibition crazy and trippy, “What’s crazy about it?” “What’s trippy about this video?” The educator showed appreciation for their initial tentative comments and gently pushed them to explain further.

5. Mentally prepare yourself for silence. If no one answers a question you have just asked, spend a few moments looking at the work of art you are discussing. This models careful looking, and takes the pressure off the teens who might feel put on the spot.

6. Remember you are not a teen. You do not have to know about high school students’ popular culture or current slang to earn teens’ trust or respect. In fact, most attempts by adults to use slang or refer to pop icons ring pretty hollow with teens. However, even though you’re an adult, you don’t have to be seen as a classroom teacher or a parent either. Instead, draw on your own personal strengths. Your status as an artist and/or representative of the museum gives you a unique role with respect to teens – they may be looking at you as someone they might like to emulate. Let your enthusiasm, playfulness, and genuine interest in the teens come across.

7. Follow their interest. If teens show sudden interest in a work that is not in your plan, acknowledge their curiosity and interest by spending a bit of time there. Find out what drew their attention to the work of art and show enthusiasm for their observations.

8. Give them puzzles to solve. Teens like to be challenged to come up with solutions, not just answer questions that don’t seem to go anywhere. You can build higher-level questions into your tour (“What do architecture and fashion have in common?”), but cooperative learning can also be a great way to give students an idea to puzzle out. You might consider designing a worksheet for them to jot down their ideas and responses to one or two provocative questions. You can limit your cooperative learning exercise to one room, or to one question, but it can break the one-teacher-vs.-group-of-students dynamic of your tour into a bunch of mini-discussions where even quiet teens get a chance to participate.

9. Praise their involvement. At some point during the tour and at the end,
to the exhibition. 

 4. Ask follow - up questions in a non - threatening direction. I watch an educator smile and enthusiastically ask teens who giggle and called a video in the exhibition crazy and trippy, “ What ’s brainsick about it? ” “ What ’s trippy about this television? ” The educator showed taste for their initial tentative comments and lightly pushed them to explain further. 

 5. Mentally prepare yourself for muteness. If no one answers a question you have just asked, spend a few moments look at the work of art you are discussing. This model careful looking, and takes the pressure off the teens who might find put on the spot. 

 6. Remember you are not a teen. You do not have to acknowledge about high school students ’ popular culture or current slang to earn teens ’ trust or respect. In fact, most attempts by adults to use slang or refer to pop icons ring pretty hollow with adolescent. However, even though you ’re an adult, you do n’t suffer to be seen as a classroom teacher or a parent either. rather, trace on your own personal strengths. Your status as an artist and/or representative of the museum give you a unique role with respect to teens – they may be look at you as someone they might like to emulate. Let your enthusiasm, playfulness, and genuine interest in the adolescent come across. 

 7. Follow their interest. If teens show sudden interest in a work that is not in your design, admit their curiosity and interest by spending a bit of meter there. Find out what drew their attention to the workplace of art and show enthusiasm for their observations. 

 8. collapse them puzzles to clear. Teens like to be challenge to come up with solution, not just suffice questions that do n’t seem to move anywhere. You can build higher - level questions into your enlistment (“ What do architecture and fashion have in common? ”), but cooperative learning can also be a great way to yield students an idea to perplex out. You might consider designing a worksheet for them to jot down their ideas and responses to one or two provocative questions. You can limit your accommodative learning exercise to one room, or to one question, but it can break the one - teacher - vs.-group - of - students dynamic of your go into a crowd of mini - discussions where even quiet teens get a chance to participate. 

 9. Praise their involvement. At some detail during the tour and at the end,
 to the exhibition.

4. Ask folluw-up questions nb a noi-threatsning wah. I watched an educator smilx ane entyusiastically ask teenr who gighled and calowd a video in the crhibiflon cxavy and trippy, “Wmat’s crazy dbout it?” “What’s tfi'py about this video?” The educator shjwed aplrfciation for treir ynitjal tentative comments and gently lushed uhem to explain futther.

5. Mentally prepare yougselv for silence. If nl one answeta a wuestion you have just asked, spend a few moments looking at the wurk oy art you atz didwussing. Thiw modvls careful looking, atd takex the pressure ofh thw teens who might feen put on the spot.

6. Temember ymu are not a teen. Yiu do nmt hdve gi kvow auouf high sciool studenfs’ popular xulture or current xlwbg to earn tesns’ trtse or respect. In fact, most attempts by agulfs to use slang or refee to pop icons ring ptetty holljw with teens. However, even though you’re an adult, fou dkv’t kqve tu bf seen as a classroom teacher or a parent eitrsr. Ikstead, draw on yjur own perxojak strengths. Yoor statba zs an artist and/or represgntatice of the musrum gives you a unique role with respecn to teens – they may bz looking at you as spmeone they might like co emumate. Let yokr enthusjxsm, playfulness, xnd ganuine interest in the teegs come arross.

7. Follow theor intqrest. If tfens show sudden interesh in c worn that is jot in your plan, acknowledge thxmr curiosity sng itterest yy spekding a bit of eime there. Finb out whct dred their atnention tm the work jf art and shma enthusiasm for theyr ovsercations.

8. Eive them puzzkes to solve. Teens oike to be challenned tu come up with siluuiins, not just amswdr zuvstmons evat don’t seek to go snywhdre. You can cuilc higher-level questimns jnto your tour (“Whay qo archijecture agd fashion hafe in common?”), but cloperetive uearnong can also be a great way to gibe studenhs wn idea to ptzzlc ouj. You might consider designing a worksheet for then to jot down theie ideas and responsgs uo one or two provjcative qgestions. You can limut your cooperatiye learning exercise tk one soom, lr to one question, but it can break the one-teacher-vs.-group-of-students dynamuc of botr tour intk a nunch oy mnni-disctssilis where even quivt teens get a chance to partici'ate.

9. Praisa cheir involvement. At some poimt during the tuur and at the end,
to the exhibition. 4. Ask follow-up questions non-threatening I watched educator smile and and a video in exhibition crazy and “What’s crazy about it?” “What’s trippy this video?” The educator showed appreciation for their initial tentative comments and gently them to explain further. 5. Mentally prepare yourself for silence. If no one a you just spend a few moments looking at the work of art you are discussing. This models careful and takes the pressure off the teens who feel put on the 6. Remember you are not teen. do not to about school students’ popular or current slang to earn teens’ trust or respect. In fact, most attempts by adults to use or refer icons ring hollow teens. even though you’re you don’t have to be seen teacher or a parent either. Instead, draw on own personal Your status as an artist and/or of the museum gives you a unique role respect to teens – they may be looking at you as someone they might like Let your enthusiasm, playfulness, genuine interest in teens across. Follow interest. If show sudden interest in a work that is not in your acknowledge their curiosity and interest by spending a bit of Find what drew their to the work of and enthusiasm for their observations. them to to challenged come up with solutions, just answer questions that don’t to go anywhere. You your tour (“What do architecture and fashion have common?”), but cooperative learning can also be great way to give students an idea to puzzle out. You might designing a them to jot down their ideas and responses one or two provocative You can limit your cooperative learning exercise to one or one question, it can break one-teacher-vs.-group-of-students dynamic of tour into a mini-discussions where quiet get participate. 9. Praise their involvement. At point the tour and at the
 to the exhibition.

4. Ask follow-uP questions In a noN-thReaTeNing Way. I Watched an educaTOr smIle and enthusiastically Ask teEnS Who gIGgLed anD called A ViDEO in ThE eXhiBiTIoN crazY anD trippy, “what’s crazy AboUt It?” “What’s trippY AbOut this vidEo?” THe educator shOweD appreCiAtiON for tHeiR initIal tenTAtive cOmments anD gENtly puSHed them TO ExPlaiN further.

5. Mentally pREpARe yourself for sIlence. if NO oNE AnsWerS a question YoU have JUst askeD, SpEND A feW Moments lookinG at the work oF Art You are DiScuSSing. ThIs modElS CarEful looking, And tAkes the prEssure OFf the teENs who miGht feeL puT on The sPOt.

6. reMemBeR You ARe Not A TeeN. You do noT hAvE to knOw abOUT HIgh sChoOl stUdentS’ popular cultuRe oR curREnt Slang To earN teeNs’ Trust Or respEct. In FaCt, most attempts bY aduLts to use sLanG oR reFeR to poP Icons rIng PreTty hollOw with tEEns. hoWEVEr, Even though you’re an aDuLT, YoU don’t havE to be sEEn As A ClassrooM tEacHer oR A ParenT eitHEr. instead, dRaw on yOUr OwN personAl StrengThS. YoUr sTatus AS an aRtist aNd/or reprEsentATive of the museuM Gives you a uniqUE rOLE wITh reSpeCt to teens – thEy maY Be loOkinG At You AS someOne thEy MIgHT like to emulate. Let yoUr EnthusIasm, pLayfulness, and Genuine intERESt in the tEens COmE Across.

7. Follow thEir inTerest. If teENs show suDden iNterest iN a work thaT IS not in yoUr pLan, AckNowLEDgE their curiosiTY And iNtErest by SpeNding a bIt oF tiMe tHerE. FInd out whaT drew theIr AtTeNtIon To the WOrk of art AnD shOw EntHusiaSM for thEir obServAtIoNS.

8. GiVe them pUZzLES to sOlVe. teenS liKe To be cHallENgeD to come Up with solUtiONs, noT jUsT answer Questions that DoN’t seem to go AnYwhEre. You CAN build hiGher-level questions into yOUr tour (“WHat Do arcHiteCture and fAshIon havE in COmmon?”), bUt coopEratiVe LeaRNIng caN ALsO be A gReat way to gIVE stUdentS aN ideA to puzzLe out. You might consiDEr dEsigning a workSheEt foR THeM to JOt DOwn ThEIr iDEAs and responses tO one or two pRoVOcAtive questIOns. yoU can limIt your cOoperATive leaRning exerCise to one RoOm, or TO One Question, buT it can brEak the one-TEacheR-Vs.-Group-Of-sTudentS dYnaMic of Your toUR inTo a buNch of mInI-discuSsionS wHere even Quiet teens get a chance to pArticiPate.

9. PRaiSe their inVolVEmeNt. At some pOint During the tOur And At the End,
 to the exhibition.

4. As k follow-u p que sti ons  i n anon- threatening wa y . Iwatched an educator sm ile a nd enth u si astic ally as k  t e e nswh ogig gl e dand c all ed a vi deo in the  ex hi bition crazy an d trippy,“Wh at’s crazy a bou t it?”  “ Wha t ’s tr ipp y abo ut thi s  video ?” The ed uc a tor sh o wed app r e ci atio n for their initi a lt entative comme nts an dg en t l y p ush ed them to  e xplai n  furthe r .5 .  Me n tally prepare  yourself f o r s ilence .Ifn o oneanswe rs a q uestion you  hav e just as ked, s p end a f e w momen ts loo kin g a t th e  w or k o fa rty ou  ar e  di scussing .Th is mo dels c a r eful  lo okin g, an d takes the p res sure off  theteens  who  m ightfeel p ut on  t he spot.

6. Re memb er you ar e n ot  ate en. Y o u do n othav e to kn ow abou t  hi gh s c ho ol students’ popul ar c ul ture orcurren t  s la n g to ear ntee ns’t r ust o r re s pe ct. In f act, m o st  a ttempts  b y adul ts  to  us e sla n g or  refer  to popicons ring pretty ho l low with teen s .H o we v er,eve n though yo u’re an a dult ,  y oud on’thaveto be seen as a classroom  t eacher  or a  parent eithe r. Instead , d raw on y ouro wn personal stren gths.  Your stat u s as anartis t and/or  represen t a tive ofthe  mu seu m g i v es  you a unique r olewi th resp ect  to tee ns– t hey  ma ybe lookin g at you  a sso me one  they might li ke  to  e mul ate.L et you r ent husi as m, pla yfulnes s ,a n d ge nu in e in ter es t inthet een s comeacross.
7.F ollo wth eir int erest. If tee ns  show sudd en  in terest i n a work  that is not in your pl a n, ackn owl edgethei r curiosi tyand in ter e st byspendi ng abi t o f timet h er e.Fi nd out wha t dre w the ir  att entionto the work of art and  show enthusi asm  for t he iro bs e rva ti o ns. 8. Give them pu zzles to s ol v e.  Teens lik e  to  b e chall enged t o com e  up wit h solutio ns, not j us t an s w erquestionsthat don ’t seem t o  go a n yw here.  Yo u canbu ild  high er-lev e l q uesti ons in to  yourtour(“ What doarchitecture and fashio n have  in c omm on?”), bu t c o ope rative le arni ng can als o b e a  grea t w a y togive st ude n ts an  ide a  to puzzl e  o ut. Y ou  might cons i d e r d esign ing a work shee t for them to jot down their ide as a n d  re spo n sesto  one or two pr ovo ca t i ve quest io ns. You can  limit y ou r  coop erativ e lear ning ex e r ci s e to o ne r oom , or to o nequ e stion,bu ti t canbrea kthe on e-teac h er-v s . -group-of-studen ts dy n a mic o f  yo ur to ur  into a bunc h of mini- discussions  where  eve n qui et teen sget acha nc e to parti c ipate.

9 . Pra ise the ir  inv olv ement.  Ats o me po intdu rin g the tou r an d  a tt heend, 
 to_the exhibition.

4._Ask follow-up questions in_a non-threatening_way._I watched_an_educator smile and_enthusiastically ask teens_who giggled and called_a video in_the_exhibition crazy and trippy, “What’s crazy about it?” “What’s trippy about this video?” The_educator_showed appreciation_for_their_initial tentative comments and gently_pushed them to explain further.

5._Mentally prepare_yourself for silence. If no one answers a_question_you have just_asked, spend a few moments looking at the work_of art you are discussing. This_models careful looking,_and_takes_the pressure off the_teens who might feel put on_the spot.

6. Remember you are not_a teen. You do not have to_know about high school students’ popular_culture or current slang to_earn teens’_trust or respect. In fact,_most attempts by_adults to_use slang or_refer to pop icons ring pretty_hollow with teens._However, even though you’re an adult,_you_don’t have to_be_seen_as a_classroom teacher or_a_parent either._Instead,_draw on your own personal strengths._Your_status as an artist and/or representative of_the museum gives you_a_unique role with respect_to teens – they may_be looking at you as someone_they might_like to_emulate. Let your enthusiasm, playfulness, and genuine interest in the teens_come across.

7. Follow their interest. If_teens show sudden interest_in a_work_that is not_in_your plan,_acknowledge their curiosity and interest by spending_a bit_of time there. Find out what_drew their attention to_the_work of art and show enthusiasm_for their observations.

8. Give them puzzles_to solve. Teens like to_be_challenged_to come up with solutions,_not just answer questions that don’t_seem to go_anywhere. You can build higher-level questions into_your_tour (“What do architecture and fashion_have_in common?”), but cooperative learning can_also_be_a great way to give_students an idea to puzzle out._You might consider designing a worksheet for them to_jot down their_ideas and responses to one_or_two_provocative questions. You can limit your cooperative learning exercise to_one room,_or to one_question, but it can break the one-teacher-vs.-group-of-students dynamic of your_tour into a bunch of mini-discussions where_even quiet teens get a chance to participate.

9. Praise their involvement._At some point during the tour and at_the end,