Instruction and Management Statement
I believe in art education whole heartedly. I believe in the process, the struggle, the growth. I believe in the problem solving and engineering that takes place within the art making, and the growth and confidence that takes place within the student. Because of this, I hope I can do everything in my power to provide a safe, inclusive learning environment, beginning with my classroom management.
Regarding classroom management, I believe students need clear and consistent expectations and routines as well as clear communication of consequences for when expectations are not met. This includes having labels for where all the materials go, safety rules and expectations clearly written in the classroom, and daily routines from start to finish. These expectations and consequences should be set and verbalized on day one, and often reminded. There needs to be consistent follow through with consequences from the teacher. Behavior issues decrease when students know what's expected of them. Because my teaching philosophy prioritizes vulnerability, empathy, and relationships within the classroom, my management style is intentional to foster, not hurt, my relationships and trust with my students. I look at each student as a valuable individual, and behavior as an indicator of an unmet need. This mindset allows me to remain calm when difficult behavior arises. In terms of behavior intervention, I start small, with simple proximity. If that fails, I do a quick re-direct that doesn't disrupt the entire class or embarrass the student. If the behavior continues, I will then confront the student, confidentially, by always asking their story and perspective first or if anything is unclear on my end. There may be information I truly don't know about the situation. Regardless, this allows the student to remain feeling seen and understood in the classroom and not attacked. I then allow myself to be seen and heard, and explain my perspective and why their behavior was not appropriate for my classroom. I am always, always, always for them, and not against them, and I will do everything in my power to communicate that. Students who do not follow directions after three warnings fill out a "refocus form" until we are both ready to debrief.
Regarding classroom management, I believe students need clear and consistent expectations and routines as well as clear communication of consequences for when expectations are not met. This includes having labels for where all the materials go, safety rules and expectations clearly written in the classroom, and daily routines from start to finish. These expectations and consequences should be set and verbalized on day one, and often reminded. There needs to be consistent follow through with consequences from the teacher. Behavior issues decrease when students know what's expected of them. Because my teaching philosophy prioritizes vulnerability, empathy, and relationships within the classroom, my management style is intentional to foster, not hurt, my relationships and trust with my students. I look at each student as a valuable individual, and behavior as an indicator of an unmet need. This mindset allows me to remain calm when difficult behavior arises. In terms of behavior intervention, I start small, with simple proximity. If that fails, I do a quick re-direct that doesn't disrupt the entire class or embarrass the student. If the behavior continues, I will then confront the student, confidentially, by always asking their story and perspective first or if anything is unclear on my end. There may be information I truly don't know about the situation. Regardless, this allows the student to remain feeling seen and understood in the classroom and not attacked. I then allow myself to be seen and heard, and explain my perspective and why their behavior was not appropriate for my classroom. I am always, always, always for them, and not against them, and I will do everything in my power to communicate that. Students who do not follow directions after three warnings fill out a "refocus form" until we are both ready to debrief.
Social and Emotional Learning in the Art Room
Furthermore, within the art room, I have a "Calm Down Corner" for students who are dis-regulated. We talk about the Zones of Regulation, and they have open access to the calm down corner when they need it. This minimizes behavior issues.
Furthermore, within the art room, I have a "Calm Down Corner" for students who are dis-regulated. We talk about the Zones of Regulation, and they have open access to the calm down corner when they need it. This minimizes behavior issues.
Lastly, I use the Restorative Justice Model when incidences do happen and need to be addressed: