The pedagogy of my art classroom is that my instruction informs my management and vice versa, they are vital parts of my teaching that can’t function without each other. Both stem from my own personal philosophy based on relationships and community within my classroom, and recognizing each student as an individual. Through applying differentiation, art room systems, and having an understanding of at risk students I am able to build and practice an effective management philosophy.
Differentiation
Differentiation is a huge theme in my teaching, and it shows up in both my planning and instruction. Every lesson I teach is designed to present instruction to students in multiple ways, for example, verbally, written instruction, visual instruction and images, and one on one or group instruction. In a case of writing a reflection quiz comparing two drawings, I worked one on one with a student who struggles and hates writing. This student dislikes writing to the point where he just won’t do the assignment. Rather than allowing him to receive a zero on the assignment, I verbally worked with the student and helped him record his answers.
Scaffolding
Each lesson contains layers of scaffolding, presenting an opportunity for my ALP students to rise above and delve deeper into the subject, while also giving any students with IEP or slower processing skills the ability to keep up and master the material. In a 7th grade class, one student who had severe ADHD, needed one on one instruction often, and was easily distracted, by allowing him to work in the hallway, I was able to give him an uninterrupted environment where I could still check in with him regularly. When including him in classroom activities, I would pair him with another student he has worked well with in the past.
Intervention
In the form of interventions, when a student is beginning to struggle either with behavior issues, academic issues, or both, and intervention log is started. This allows me to communicate with other teachers about this students’ growth and needs and allows me to keep notes on progress and my intervention strategies. The intervention process includes a phone call home, notes on the student’s strengths, possible means of support I can provide in my classroom, new skills and strategies to give the student to help cope, and teacher-student action.
Art Room Systems
One of the most effective systems in my classroom is my seating chart system. This system begins with choice, students turn in a slip with two people they feel they work well next to, and if there is anyone they are uncomfortable siting with. Next, taking these requests into account, I look through records for students with IEPS, 504s, trauma backgrounds, or any other extenuating circumstances. Taking all of these things into account I place them in seats. For example, students with ADHD or who are just ”movers,” I will put at a tall table where they are able to stand and have space to move around. In addition, one of my students has a hearing disability in one ear, so I put him in the front and on the side where his good ear faces the front. Another student with an emotional disorder is very easily distressed by some things other students say, so I place him at a table with “buffer” students, students who are friendly, nice, and hardworking.
Another system that helps with management is movement breaks. I structure activities that give students a chance to move and get out excess energy, for example a “Tug of War,” students are given two sides of different issues and have to move around the room to their side and then defend it.
In my classroom, one system that helps control management is daily routines. For example, the first thing students do every day when they come in is a warm up activity and at the end of class they always must be sitting calmly and quietly before I dismiss them, I will never dismiss a disorderly class.
At Risk Students
The community within my classroom, my lesson plans, and my relationships with students are all based on a philosophy of knowing that each student is an individual person, not just one of many “students.” I try to create a safe environment that allows me to build relationships and trust with each of my students. At risk students often come with a history of difficult relationships with adults and sometimes traumatic backgrounds, therefore building trust and a relationship has different challenges and can be even more important. A positive relationship between a teacher and a student serves as the first line of intervention in the classroom.
No matter what kind of background or persona a student is bringing into my classroom, it is always about them, it’s never about me. I do everything I can to come from a place of love and see the world through their eyes, and never make it about myself.