My teaching goals are to challenge my students with many opportunities to learn about art and it's relationship to other content areas
To be accepting of all learners and meet their individual needs within the classroom
To encourage my students to be accepting of each other
To support the students in their learning environment and allowing them to enjoy learning by giving them another outlet to experiment and grow within my art classroom.
My art classroom will be clean and organized with a fun and inviting atmosphere to my students. It will have several storage cabinets for art materials and a storage closet would also be helpful.
I would need a desk, a computer, a printer, and filing cabinets. It would be exciting if my classroom had a Smart Board and also regular dry erase boards. An overhead projector would be very useful at times. Obviously, chairs are a necessity. In the art classroom, there would also be a corner of the room dedicated to pottery. A kiln, storage for clay, a sink, and other pottery materials would be stored and organized in this area. I would also like to have storage cubbies or shelves for the students to keep their works in progress and their art supplies in. I would like areas around the room for artwork to be displayed along the classroom walls.
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The student worktables would be placed in a "U" shape. It is important to allow students at this age level to have some individuality and choices with whom they would like to sit with while working. If the students are working in assigned groups or if there is any discipline problems, I would then assign seating arrangements. But, I feel that giving the students a little individuality is encouraging them to work together and share the art classroom. The students need to take ownership of their classroom.
An art classroom needs to be large enough to have plenty of space to work in and to hold all of the materials needed for this content area. A window would be nice to have in the classroom, but is not necessary. An emergency exit is a must, along with a fire extinguisher.
The classroom rules are:
Be on Time & Prepared
Respect Others and Their Work
Use Materials and Tools Properly
Clean Up Your Area
Give Your Best Effort
Respect This Classroom -It Is Your Classroom
Routines and Procedures
On the first days of school, I would explain the rules and procedures of the art classroom to the students. I would want them to know and understand how they are expected to maintain themselves during class time. I would do an art activity that would help me to learn their name on the first day of class.
On a normal day, I will say hello to the students everyday as they come into the room. To start each class, I will explain what we will be working on and going over each time and we will review anything that needs to be repeated. If we are starting a new topic, I will lecture, introduce the art project, explain the first steps of the project during a demonstration, and then the students will have time during each class period to work on their projects.
For art project work time, students will be given materials either by me or they may get their own materials, depending on the art project.
I want to encourage an independent working environment, but I don't want a lot of students wandering around the room. I also do not mind talking while students work on projects as long as they do not get too loud. I will clarify that when I am lecturing or giving directions, students must be quite and pay attention.
If the students are required to hand in any handouts, test sheets, or artwork, I will designate a specific place for these will be turned in at. This place will most likely be near my desk. I expect the student to take responsibility in turning in their own items.
Always on Time
Marked to Standard
I will grade sketchbooks while students are in class so that I can hand their sketchbooks back to them the day I check and grade them.
To end a class, I will give a clean up warning and explain what I expect them to complete. At the end of class time would also be a good time to remind the students of anything they need to do or to bring to the next day's class or to remind them of a test, quiz, etc.
Classroom Issues and Problems (Consequences)
Any classroom problems are dealt with as needed. Nonverbal or verbal reminders can sometimes handle minor issues during lectures, introductions to projects, or general class time.
If it's an entire classroom issue, I will address the entire class and correct the problem. If it's an individual student problem, then I would tell the student how to correct their behavior. I will have a time out desk or table for the student to sit at away from the rest of class to continue working through the remainder of the class time. I may even have a desk in the hallway for a student to sit at if I need to separate the student from the class. If the problem student does not correct him or her self, or they do something in addition to the first issue, then I would either assign detention or send them to the Vice Principal's office. Then, I would need to call the Vice Principal and inform him or her that a student has been sent to their office and why.
If a student enters the class breaking a school rule, then they are sent immediately to the principal's office. I would like to take care of any issues or problems within my classroom first, before having to involve the Vice Principal or Principal. If possible, I would like to address problems within the classroom and to give the opportunity for the student(s) to improve before reverting to drastic measures. I want to give my students a chance to fix their behavior in the classroom and I would like to model to them that I am accepting of them, even when they make a mistake.
Incentives could be both among a group or individually.
There should always be verbal incentives.
The students could have extra privileges given to them. If it's appropriate, the students could have an opportunity to assist the teacher, have a class party, be given extra credit, or rewarded with no homework assigned.
I also think displaying the students' artwork is a positive incentive to show that their work is important and should be shared.
Any extra work will be encouraged to allow students to improve grades and give them opportunities to further their learning. Any work the student completes, even if it is basic work, will be positively accepted.
The "teacher look" is usually effective and probably used by teachers often. I have a tendency to use this cue often and it usually works. I would instinctively use this type of cue in my classroom.
The tone of my voice and my facial expressions can speak volumes in the classroom.
A smile, encouragement, a tap on the shoulder, a point to something specific in students work, and laughter are also great cues to use in the classroom.
I will give a warning or a reminder if the students are getting too loud or being inappropriate during class time.
I would use a multitude of different strategies while teaching in my classroom because I would want to mix up the way information is being presented to the students and to also try to reach each learning style the students will have.
There would be many art projects. There would be some projects that students would work in groups, but most projects would be completed individually.
To start each class, I will explain what we will be working on and going over each time and we will review anything that needs to be repeated. If we are starting a new topic, I will lecture, introduce the art project, explain the first steps of the project during a demonstration, and then the students will have time during each class period to work on their projects.
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There will be a table in the center of the room that will hold the materials needed for each art project and students can retrieve and put back the materials on their own.
Individualized instructional strategies
In an art classroom, students will be working individually most of the time on projects.
Students will from time to time work on computers for certain projects and for research.
These strategies can consist of recapping a lesson, asking the students questions, a test or pop quiz of questions, and many other strategies. One example could be an exit slip: I would give the students a question that they have to answer on an index card and will hand to me as they leave the room. Another strategy would be to have a question on the board during the entire class period and tell the students that the question will be answered at the end of class time, but I would want them to be thinking about it as we go over the lesson. These questions could also be answered and discussed in the students' sketchbooks.
Strategies for building positive relationships between teacher and students:
I want my students to have a safe place to create art and to know that they can use art to enhance their knowledge, connect with their emotions, and connect with their different styles of learning and understanding. I would respect the students and would expect the same from them in return. I want them to understand that my classroom is their classroom. I would help to build a trusting and respectful relationship between my students and myself. I would not want my students to think of me as a friend, but I would want them to think I am an adult they can feel comfortable with in a learning environment. I think this can be achieved in many ways. My tone when I speak with students, saying "please", "thank you", and "your welcome"(and expect this from the students), talking to students and finding interest in their lives are all ways I can build a good relationship with my students.
Another way to build a positive relationship with my students is to have them fill out a student information form. I will provide a list of questions I would want the students fill out during the first days of class. I will use this form to learn more personal things about each of my students and use this information to have conversations with each student about their interests, such as hobbies, extra- curricular activities, and what interests they have in art.
Strategies for building positive relationships between classmates
I would treat students fairly with a positive attitude.
I want to have a sense of humor with my students where they would feel comfortable with me, but not unprofessional.
I would want my students to have time to talk to each other while they work on art projects.
Strategies to develop student social skills
I would have them work on group projects together where they have to work out situations to complete assignments
Also, allowing students to have time to talk on appropriate topics as they work on their projects will encourage them to grow their social skills
I would want students to be able to sit with their friends in their assigned seats, unless I have to move them because of behavior problems.
Strategies for building positive relationships with parents:
Giving feedback about students to their parents or guardians is very important. I have mentioned that I would want an open door policy with parents. I want the parents to know they can discuss anything with me pertaining to the students. I also feel that I should be able to work with them when there are behavior problems. I also think it is important to always mention the strengths in students to parents and should give positive reports more than giving negative reports. I would be available by email and the school telephone. I would respond as soon as possible to any requests from parents. I would show parents that I care about their children's success in my classroom. These are important strategies in building positive relationships with parents or guardians.
Strategies to develop student self-control:
Having students take ownership of the classroom and the classroom materials is a good way to influence self-control. Also, if a student needs extra help with self-control because of behavioral or emotional disorders, then I can research techniques to use to help guide the student to enable them to have control. I also think keeping things consistent and organized in the classroom is another way to help the self-control environment in the classroom.
Preventive discipline strategies:
My tone of voice during lectures, giving directions, and over-all speaking will cue students to stay on track. I may need to address certain students, for instance, during a lecture I may have to call on someone's name to get them to stop what they are doing. I can also stand near a student if there is a sign of a problem beginning to start and because of my presence, the behavior stops. I am sure that I will need to adapt to any given situation as it happens. I will get better at adapting and recognizing situations the more I have experience teaching and dealing with these situations.
I will have a folder ready for any substitute teacher. The folder will explain the procedures of the class and I will have a basic plan for when I would need to miss school in an emergency situation. If I know ahead of time that I will be missing, I will prepare a lesson for the substitute and will have the lesson in the folder. I would want the substitute to document any bad behavior so that I can maintain the rules of the art rule and hold these students accountable for their actions.
Classroom technology plan:
I plan to use all different types of technology in my classroom. In an art classroom, there are many opportunities to use all sorts of technology and I plan on taking advantage of it. Computers, a Smart Board, televisions, videos, music, overhead projectors, and light boxes are all examples of technology I can use in the art classroom.
If I am able to have photography in my curriculum, I would like to use digital cameras, computers, and printers in my classroom.
I will have to follow school policy on how I am expected to grade my students' work. However, there are many options I could use in assessing my students. I would probably use a point scale with several categories being worth so many points each. In the art classroom, I would be grading on their actual artwork and the participation of the students in class.
I would use quizzes, tests, weekly sketchbook assignments, and art projects as forms of assessment.
I will probably not be assigning homework. Unless I have a project that involves the students looking for and bringing items in for their projects or having the students do some research at home about a topic, then I don't think they would have homework assigned to them. I may use this as a consequence to bad behavior or as an opportunity to increase grades.
Homework could also be a chance for students to get caught up on a project so that they could move on to the next project.
Sketchbooks could be used as a form of homework.
I would at least have a mid term progress report for all of my students in the middle of the school year. I would want the parents, as well as the students, to see how they are progressing in the class. This would show any improvement that needs to be made by the students or to show how successful they have been so far. It gives the students a chance to see if they need to improve their progress or to see that their hard work has been validated.
I will also have weekly sketchbook check days and will give students feedback about where they are with their grades each time and give them opportunities to increase their grades.
Student opportunity to impact grades:
If the students were truly interested in improving their grades, I would give them an opportunity to do so. I would give extra time to finish an assignment if the situation allowed. I would let them do extra work, or homework, for extra credit to help with their grades. I will try to help my students be successful, but also be fair to each student in my classroom. Every student deserves a second chance.