Imagine walking into a class. You feel lost amongst your 30
peers, and you don’t feel like you excel at the subject being taught. The
teacher doesn’t seem to know your name, and you just want somehow to be good at
something, to be noticed by your peers and your teacher. So you hide the fact
that you don’t know the subject by acting out, trying to be funny, trying to
make a fool of the teacher, your peers, or yourself. You are constantly in and
out of the office for your behavior, but the class laughs at your jokes, so you
keep playing those games. At least now the teacher knows your name!
This situation happens all too often in a classroom, but there are many ways to prevent this from happening. I believe that it is essential to create a positive, trusting environment where it is okay to make mistakes and try new things. In order to create this environment, a teacher must build relationships with students, take every student where they are at and encourage them to go further, recognize the positives over the negatives, and give clear, direct instructions that are accessible to all learners. Students need to be invested in their own learning and their own learning environment. The projects they are working on must be interesting and relevant to them, so it is the teacher’s job to make sure to create projects that are relevant and to teach in a unique and interesting way that keeps the student’s attention. As a teacher, I address student needs in a variety of ways: by creating a organized, communal environment, open communication between teacher, student and parent, and listening to what a student needs to be as successful as possible.
This situation happens all too often in a classroom, but there are many ways to prevent this from happening. I believe that it is essential to create a positive, trusting environment where it is okay to make mistakes and try new things. In order to create this environment, a teacher must build relationships with students, take every student where they are at and encourage them to go further, recognize the positives over the negatives, and give clear, direct instructions that are accessible to all learners. Students need to be invested in their own learning and their own learning environment. The projects they are working on must be interesting and relevant to them, so it is the teacher’s job to make sure to create projects that are relevant and to teach in a unique and interesting way that keeps the student’s attention. As a teacher, I address student needs in a variety of ways: by creating a organized, communal environment, open communication between teacher, student and parent, and listening to what a student needs to be as successful as possible.
Differentiation and Accommodation
· I write learning targets that can be attained with accommodations, such as a reflective response being recorded through video or verbalized and written down for students that have an IEP that requires those accommodations.
· ELL students will be supported in my classroom by sitting near strong bilingual students. Directions are available not only verbally but written down in order for quick interpretation and referencing. Many visual references and photos of steps help the students connect what I do in a demo with what I am saying.
· All students should have the same opportunities to learn. Students with an IEP will have those accommodations met with. I believe in creating a network of support for students, so I will ask how resource teachers would suggest I approach particular student needs.
· All of my students have particular needs. The most important thing for me to do is to get to know each student and their particular need.
Classroom Design
· Tables or groupings provide students with immediate peer feedback on their work. It creates a communal space that encourages a relaxed atmosphere. Students can work collaboratively or individually. While art can have a social aspect, students need to work and will have that expectation clearly stated.
· Materials will be clearly labeled in cabinets. I pride myself on an organized classroom. Secondary level students should be able to get their own supplies. Elementary students will have specific material available for when they have studio time.
· Walls should reinforce learning through posters about vocabulary and artwork.
Safety
· All supplies that cannot be bought non-toxic will have all information put in an available folder.
· I will brief the students on any safety risks for each project. If necessary, I will test them on safety not only to make sure that they know the rules but also so that the school is not held liable for any unsafe action a student may take.
· Anything that can be a danger will be clearly labeled “Teacher only” and there will be consequences for students who do not follow these rules.
· Students that do not respect the supplies or fellow students will be warned and taken through a thorough description of safety rules. If the student still does not comply with the safety rules of an art classroom, I will limit the supplies available for that particular student by providing accommodated supplies.
· Art supplies should be treated with respect since it is communal. I will encourage RESPONSIBILITY in my students. If a class proves that they cannot be responsible for a particular material, then the entire class will be assigned a different project until they can gain that responsibility and my trust back.
Communication
· Parental involvement reinforces learning at home. I think it is important to allow parents to feel comfortable talking to me. I will provide ways for parents to connect through a monthly email, a class website, and phone calls. I believe it is important to make at least 2 positive phone calls for every critical one because parents often only get calls when there are problems.
· I believe that community is key for classroom management to work. I want students to invest in their personal community by giving them responsibilities, letting them make important decisions as a class, assigning duties, and spending the time and effort at the beginning of the class creating a trusting community. I will provide opportunities for the class to share what they are working on, developing a community that is centered around art.
· A student should always be able to know what is going on in a classroom. I will provide a weekly/monthly schedule along with the syllabus. Every assignment should not be a surprise, so I will have the assignment and the rubric in written form for all students to put into their sketchbooks. If a student misses class, they will be able to take responsibility for their own needs by grabbing any necessary paperwork from the absent folder, visiting the class website for any additional references, and talking with me and peers about any demos missed.
· I write learning targets that can be attained with accommodations, such as a reflective response being recorded through video or verbalized and written down for students that have an IEP that requires those accommodations.
· ELL students will be supported in my classroom by sitting near strong bilingual students. Directions are available not only verbally but written down in order for quick interpretation and referencing. Many visual references and photos of steps help the students connect what I do in a demo with what I am saying.
· All students should have the same opportunities to learn. Students with an IEP will have those accommodations met with. I believe in creating a network of support for students, so I will ask how resource teachers would suggest I approach particular student needs.
· All of my students have particular needs. The most important thing for me to do is to get to know each student and their particular need.
Classroom Design
· Tables or groupings provide students with immediate peer feedback on their work. It creates a communal space that encourages a relaxed atmosphere. Students can work collaboratively or individually. While art can have a social aspect, students need to work and will have that expectation clearly stated.
· Materials will be clearly labeled in cabinets. I pride myself on an organized classroom. Secondary level students should be able to get their own supplies. Elementary students will have specific material available for when they have studio time.
· Walls should reinforce learning through posters about vocabulary and artwork.
Safety
· All supplies that cannot be bought non-toxic will have all information put in an available folder.
· I will brief the students on any safety risks for each project. If necessary, I will test them on safety not only to make sure that they know the rules but also so that the school is not held liable for any unsafe action a student may take.
· Anything that can be a danger will be clearly labeled “Teacher only” and there will be consequences for students who do not follow these rules.
· Students that do not respect the supplies or fellow students will be warned and taken through a thorough description of safety rules. If the student still does not comply with the safety rules of an art classroom, I will limit the supplies available for that particular student by providing accommodated supplies.
· Art supplies should be treated with respect since it is communal. I will encourage RESPONSIBILITY in my students. If a class proves that they cannot be responsible for a particular material, then the entire class will be assigned a different project until they can gain that responsibility and my trust back.
Communication
· Parental involvement reinforces learning at home. I think it is important to allow parents to feel comfortable talking to me. I will provide ways for parents to connect through a monthly email, a class website, and phone calls. I believe it is important to make at least 2 positive phone calls for every critical one because parents often only get calls when there are problems.
· I believe that community is key for classroom management to work. I want students to invest in their personal community by giving them responsibilities, letting them make important decisions as a class, assigning duties, and spending the time and effort at the beginning of the class creating a trusting community. I will provide opportunities for the class to share what they are working on, developing a community that is centered around art.
· A student should always be able to know what is going on in a classroom. I will provide a weekly/monthly schedule along with the syllabus. Every assignment should not be a surprise, so I will have the assignment and the rubric in written form for all students to put into their sketchbooks. If a student misses class, they will be able to take responsibility for their own needs by grabbing any necessary paperwork from the absent folder, visiting the class website for any additional references, and talking with me and peers about any demos missed.