Biggest Take Away

My biggest take away from my classroom observations would be about classroom management. Coming into this school year, I truly had no idea what I was doing. I had never taught in a classroom like this, and didn't really no what to expect. In a way, I felt like I was having to play defense for the first semester. I didn't know what kinds of problems I would be facing until it was in my face and I was scrambling to figure out how to handle things or what to do.

When watching the other teachers, I've been amazed at how a clear cut system will enhance the class so much. Even down to the way it is organized. I really liked in our videos how the instructor greeted each student everyday and made them have eye contact with him. I think that is so valuable and something that I will try to implement in the future. I've noticed that the clearer the plan, the better behaved the class is and you have to have clear consequences for rules that are broken. I've seen so many teachers use reward systems and tickets, and if I had known that before, I could have created my own little system for the kids, even though I only saw them for about an hour a week, or I could have met with the teachers to figure out their systems and tried to tie in their classroom management techniques into our art time.

I've learned that it is important to have a support team around you, especially when you first start teaching. A mentor is a must. I've watched the different grade level teams meet and support one another. It is important to bounce ideas off of one another or get help in problems that your are facing. I think the biggest take away from my in school experience has been learning from the other faculty members and the administrators. Everyone has a different perspective and unique ideas and it is valuable to take advantage of that. And last of all, I have realized that being a teacher enables you to be a life long learner, which is the added bonus of making a difference in the kids lives!

Classroom Management

Classroom management is such a tough thing for me. I think it is because I am constantly teaching in a new environment. Each of my classes are taught in a different room, especially with my elementary students. It's hard to come in to a classroom where there are complicated reward systems and management styles in place and have to navigate through them, to find your own way of doing things. I would like to explore my classroom management techniques for my various classes to see where I could improve.

For my elementary students, students are expected to listen quietly while I give instructions and remain in their seats. If they get disruptive,  I start subtracting minutes from their recess time, which they dislike a lot. One suggestion I got from my principle, and that I need to implement,  is having short reports for the disruptive children that they can do in the neighboring teacher"s classroom if they cannot control themselves in class.  I've also had children write "I'm sorry" letters for their behavior, instead of working on the art project, where they tell me what good behavior looks like and where they've not made good choices. I've also had a class just sit in silence for 5 minutes continuously, so we can practice what good behavior looks like and drive home the point of needing to listen to the teacher. (I only ask them to listen for such short amounts of time, that it's frustrating when they will not comply!)

I've also learned that each classroom is different and it mostly depends on the mix of kids in the class, and not necessarily the teacher. I've got a class that I cringe going into because of the mix of the kids, and yet I have others that I absolutely love! Part of my classroom procedures would include the cleanup process. I usually have row captains that are responsible for picking up artwork and supplies from their rows and returning them to my cart.

As far as my junior high class, our procedures start with the students lining up in the hall until I make it back from my elementary students' classroom. I greet all of the students as they walk in the door and they sit in their assigned seats while I give announcements and directions for the day. If they are good, then I usually allow them to move around the classroom and sit with their friends while working. They were responsible for making their own portfolios to hold all of their work, so it wasn't scattered about the room. They also have a box that they keep their sketchbooks in. I made templates this semester that went into their sketchbooks, so I wasn't making multiple copies of assignment sheets, once the students lost them. One expectation I have, is that when I'm talking they must look at me, and I will call them out if they are not. They are a noisy bunch and I have them right after lunch ;)

Overall, this is the area that I struggle with the most. I've heard of some great strategies that I would like to try in the future. And I think it takes time to figure out what really works for you and your students. It's a learning process and you can always do better the next time. In the end, I guess I'm not doing too bad because at my last teacher observation, my director commented on how good my classroom management was. I wanted to chuckle on the inside, because at least it appears I have control, because on the inside I feel frantic at times!

Active Engagement

One really great example that I've seen someone use with active learning engagement was when we had presenters in from the Springville Museum of Art for ArtTalks. In order to change things up for the kids, who had been sitting in classes all day long, was to have them do an active game called Artist, Model, Clay. They demonstrated once in front of the class and then had them split into groups of 3 to play the game. This only lasted for about 5 minutes and then the class was seated for the lecture.

Not far into the discussion, they had passed out dots to the students and had them come to the front of the room and place them next to the artwork that spoke to them the most. I loved that the students were always engaged and moving. They had a brief discussion about the pieces and then they passed out cards and had students match artworks to their titles in groups of five. They then regrouped and volunteers shared their predictions about titles of artworks and why their group decided on those.

The thing that stood out to me in that particular lesson was how many ways they had the students interact, not only between themselves, but the ways they were able to interact with the teacher. This has been an excellent reminder of things that I need to do in order to shake things up in my own teaching. I think it is really important to keep things moving, so the kids stay focused and not go to sleep with their eyes rolling in the back of their head from boredom. I know how exhausted I get when I sit in lectures all day.

The Hardest Part

By far, I think the hardest part about teaching is time management. When I accepted my teaching position, I really had no idea the kind of time it would take on my part, and I always feel like there is never enough time to do all that is needed. From early morning faculty meetings, to participating on the Fine Arts Committee, to running a Regional Inspirations Contest, to countless other things that are required, none of which you actually get paid to do. It's just part of being a good educator and member of the school community.

   You are required to look for grants, stay in contact with parents, plan field trips, look for guest speakers, grade assignments, prep for lessons, plan your lessons, and then try to organize it all on top of it. I feel like I'm flying by the seat of my pants constantly and not drop the hundreds of balls I feel like I'm juggling at any given time. Then throw my own four small chilren on top of that! I'm tired just thinking about it (and a little amazed that I'm able to pull it off.)

In an ideal world I would be able to take each of my students aside regularly and talk about their work, their lives and try to be a great mentor as well as their teacher. I would be able to stay after school when needed, and provide awesome extra curricular opportunities for students who really want to go above and beyond, but alas there is a time and season for all things. Hopefully when all of my children are in school and thriving I will be able to reach that ideal, and I realize that things are just going to be crazy because it's my first year teaching.

Assessment

Art and Assessment. That is a tricky one. I've had lots of questions about this one since I started teaching this year. As far as pre assessment, I haven't done a lot of that. There was an instance where I was about to give out an assignment to my high school kids, but realized it would only work if they had some prior skill, so I assessed by raise of hands, who felt comfortable in value drawings, or would they like a warm up assignment before getting into the next project. I was shocked that they all wanted the warm up and I was then able to check their skills and give them things to work on when we did move on to the more advanced assignment. It's tricky, because I haven't taught these students before and because it's art, their skills and knowledge base is scattered.

In my eight grade class, where things are going much smoother second semester, I've been able to design warm up activities for most of our projects so I am able to see progress at the end of the larger assignment. I've had a couple of projects where post assessment has been successful because I've broken them down into different objectives and given points based on those objectives, for instance, project theme, completeness and neatness. I was then able to give a more non biased grade, rather than purely looking at their work as an art critic. I think it makes it fair for everyone.

Another thing I've done, is taken the time to go into their portfolios and look at their work. I'm able to get a good look at where the talent and effort lies within my class. We made mini sketchbooks at the beginning of the semester and inside there is a place for the students to assess themselves. They can check the boxes for, I did it, I got it, I need help with it, Mrs. Ruiz has passed it off, and then we are able to move forward from there. I am constantly consulting with my mentor as to the best practices of assessing the kids artwork and look forward to learning more as I take further classes.

Exceptional Learners

In the classes I teach, I have several students on IEP and 504 plans, so it was nice to finally figure out what the differences are between them and what they mean. I find that the biggest difference in these students is their ability to complete tasks at the same time rate as the rest of the class. I have a few students, now that the classes have switched, who I need to investigate and see if they have plans. The first two terms of the year I had students with plans that required me to seat them at the front of the room because of either hearing  loss or to help them focus and lessen the distraction because of the room.

It's been interesting to watch the elementary students I teach, because I'm not given their plans at the beginning of the year. After visiting their classes a few times, I was able to start to pick out the students that I thought might have some difficulties. I asked their teacher about some of their behaviors and I was right. One in particular, was an autistic child, who regardless of the assignment I gave, would draw zombie, Halloween type pictures. I asked them to draw a self portrait and he drew a pumpkin for his head. Noticing his fixation, I asked his teacher and was then informed of his autism. I have since worked with him and given him very specific details as to what I'm looking for and have seen him branch out and try new things.

I have a 9th grade student right now that has a hard time completing and turning in assignments, so I gently remind him and work with him to get them in on time without counting them as late. I am more lenient with his subject matter and the extent to which he completes assignments. I also work with his mother to let her know what assignments I am missing.

I have another 9th grade student who is chronically ill and rarely comes to class. For him, I do not dock his grade for missing class like I do other students.


One thing I've found, is that some students take advantage of the plans. One student was known to openly express that "it doesn't matter what I do in class, because they will pass me anyways," so it became more of crutch and I think he abused the system.

I haven't had a lot of experience with new language learners, but know that our school offers programs to work with these students. They also offer classes after school that will assist these students with math and reading if they are referred by their teachers.

Working with small groups

My most recent experience with working with small groups has been in my 9th Grade Art Foundations class. We've been working on large paintings modeled after Roy Lichtenstien who was famous for his dot painted comic frames. I have two students that are very much engaged in the class and it has been so fun to work with them on this project. We've been able to brainstorm different ideas on how to solve problems within the painting and because I've taken the time each class period to work with them, I feel as though the value my opinion and will seek my advice on certain issues that they are having in their artwork.

It's different than having a student who is solely reliant on you for every detail of every project. I find that really exhausting and frustrating. But with these particular students it feels more like collaboration. We've all become invested in their painting. I find it most rewarding when I am able to spend some one on one time with each student, at some point in the class, to discuss their work. I want my students to succeed and I want them to feel as though I care about them and their work. It's easier to do when you have smaller class sizes. I find this a lot more challenging in my 8th grade class where I have a lot more students, but I realize that when I get the time to work with them individually, that is when I get them invested in the class.

Tying this in with the second module, I can see that Ruby Bridges succeeded in school that year because she had a teacher, Mrs. Henry, that was truly invested in her well being and education. Ruby thrived under that one on one interaction she got each day for a year. I applaud that teacher for her bravery as well and that she was able to see past the stereotypes that loomed in society and love that child as though she had all the potential in the world. It is our one on one interactions with our students that helps them feel validated in their efforts at school. This is a good reminder to me to be better at that.