I. Personal Statement
How do I prevent problems in the classroom?
ŇThe effective teacher organizes and structures the
classroom for his/her success, but most importantly, for the success of the
students.Ó
Establishing Classroom Rules: Starting the school year on the right foot includes
establishing classroom rules that will last the whole year through. By arranging
students into small groups and have each group come up with a list of
characteristics of a good student. Give the groups 10 to 15 minutes to create
their lists. Then bring together the groups to share and create a master list
of the qualities of good students. These lists which should include general classroom standards such
as cooperation and routines, including restroom use, assignment turn-in, and
work standards, are then used as the material for creating classroom
rules. By having students create their own list of rules they feel more
responsible for their own learning.
Establishing
Classroom Procedures: A well
organized classroom that can practically run itself is easy to achieve with
simple predetermined classroom procedures in place. Files, supplies, and forms
should be well organized and readily available. Student records should be
easily identifiable and accessible, and a folder should be set a side so a
substitute teacher may come in and pick up where I left off without any
hitches.
Classroom Practice: Create a
seating chart. As soon as my class list is
final, I will create a seating chart from my perspective at the front of the
class. This should help me learn students' names and help keep some order in
the classroom.
Classroom Practice: Create an assignment basket or tray. Using a basket or tray for students to turn in
assignments. By having a different basket or tray for each class or subject.
Then train my students to turn in assignments in these places.
Classroom Practice: Explain class organization to
students. Tell students where they
will find supplies and how they should put supplies and materials back. These
cuts down on classroom clutter and waste making a safer and friendlier
environment for student development.
Why do students misbehave? In the
art classroom students generally misbehave when they have nothing to work on,
they are disinterested in the project (may not have paid attention to
instruction), they are having problems socially with other students in the
school/classroom environment, or they are stressed from home issues.
Whose problem is it when students
misbehave? ItŐs the studentŐs problem when they misbehave for they are no
longer working on their assigned project and are losing participation points.
One studentŐs misbehavior also becomes the problem of the other students within
the classroom this is caused through distractions caused by the misbehaving
student as well as the teacherŐs role of having to stop the learning process to
deal individually with the misbehaving student. Ultimately it is also the
teachers for not assessing the studentŐs ability to perform within the
classroom.
The teacher student relationship:
In the workshop environment of the
art classroom the teacher must present themselves as a positive role model
through correct material and equipment use, and as mediator of constructive
classroom as well as individual critiques. It is of utmost importance that
students feel they can trust as well as respect the knowledge that an art
teacher has to offer when they are advising students on personal explorative
work.
Specific intervention language
John what are you working on? Show
me what you have completed? What are you suppose to be working on? Is it safe
for sharp pencils to be flying through the classroom? Remember paint is to
remain on your paper only! Would you like to walk the paper to the trashcan or
stay after class picking all the paper off the ground? Would you like to sit in
your chair to work or stand at your table and work.
If a student resists...
If the student has been given a
choice and they refuse to comply I would warn them I would choose for them.
Then choose after a few seconds if no reply is made.
Stop when student –
Student chooses a decision and acts
upon that decision.
Operating rules-
General classroom rules will be
based on classroom safety and common courtesy, students will be expected to be
working on projects. Give students choice when ever possible. Consequences of
choice should reflect the misbehavior (within reason) allowing students to be
responsible for their actions. Not necessary to determine consequences ahead of
time since it is not always possible to predict what students will do.
Want better behavior in your
classroom?
Use logical consequences; help students to make the better
choice yet be enforceable in your statement making.
Love and Logic by Jim Fay
Love and logic is built on the
principle that effective management systems allow for people to learn from the
results of their own decisions. When using the Love and Logic management system
the instructor follows four basic principles when dealing with misbehavior they
include: sharing the control, sharing the thinking, balancing consequences with
empathy, and maintaining self control. In addition to these four basic
principles Love and Logic is outlined by three basic rules: use enforceable
limits (limit setting is a matter of telling kids how you will be running your
life), provide choices within limits (gives the student control on the teachers
terms), apply consequences with empathy and understand as opposed to anger and
lecture allowing the child to focus on their mistake.
I have found this model to be most
effective in the classroom because it elicits an almost immediate corrective
response from students. Many students especially at the middle school level seem
to be (or at least prove to be) responsible. By offering students choices in
being responsible in their own learning I enough to be accepting of
consequences assigned to their misbehavior especially when they are given a
choice to act upon.
So far within my student teaching
assistantship I have not encountered many major behavioral disruptions with in
the classroom. When undesirable behavior is present such as the throwing of
wads of paper into the trash cans from across the room, I will use love and
logics by asking the offending student if next time they would like to walk
their paper to the trash or they can make the choice to stay after class and
clean all the paper off the floor. If the student happens to toss their paper
into the trash again (which often happens) then I will simply remind them they
have chosen to stay after class. Another misbehavior I have encountered is with
students talking and getting up and out of their seats during lecture. To
counteract against this behavior I will use love and logics rule of using
enforceable limits by informing them how I will wait for their attention before
introducing their next project. If a student gets up from their seat to get
materials while I am addressing the class I will inform them by name that I am
talking and they are welcome to get what they need when I have finished
talking, and when they sit down I will thank them for sitting and listening.
When dealing with disruptive
behavior I found that my strengths have so far developed from ability to
monitor student behavior in order to quickly deal with disruptive behavior and
potential threats to the classroom environment.
When dealing with disruptive
behavior in my student teaching placement I would continue to focus on
developing responses for common behavior problems that continually seem to
occur. I would of course be open to changing my management plan if I end up
teaching at the elementary level which is sure to create a whole new level of
behavioral problems when compared to the higher developmental levels of the
secondary classroom. I also realize that effective classroom management is a
major part of instruction. This initials providing for students an environment
that runs smoothly and effectively, where I can clearly communicate needed information.
In Room Art Supply Cabinet:
(Students
have open access)
Markers Scissors Oil
pastels
Chalk pastels Colored
pencils Yarn
Rulers Watercolor
pencils Thread
Wire cutters Ink
brayers Crayons
Stencils/ compasses Odds
and ends glue
sticks
*Items are located in tubs
that are removable from the cabinet so that they maybe taken out and placed on
a current project supply shelf for easy access of students.
Paint Supply Cabinet:
(Cabinet is locked)
Tempera paint various colors Gesso
Acrylic various colors Watercolor
paint various colors
Oil paints (high school advanced painting) Buckets/
cups/ jars for water
Sponges Hair
dryer
Hot glue gun
Paint brushes various
sizes: oil, acrylic, watercolor, house, Japanese
Ceramic Supplies:
Canvas for tables Rolling
pins Sizing
sticks
Glaze Underglaze Kiln
Buckets, bowls, molds,
etc.. Wood
slabs Aprons
Drying
room with shelves or racks
Plastic
baskets: (containing) silverware, sponges, ceramic tools, and various texturing
tools
Storage Closet:
(Locked)
Construction paper various colors Poster boards various colors