Secondary Placement Reflection

 

                  The first thing I learned was that I loved teaching even more than I thought I did before, I felt like every day was the best day ever, and that continued in my second placement. I connected with those students so well and the work they produced was beyond any of my expectations. I really felt like middle school and diverse populations were my niches. I also experienced something that unfortunately many teachers go through, an at risk student I had worked in depth with committed suicide shortly before the end of my placement. This experience broke my heart, and it could have scared me off from teaching completely, however, despite the pain I felt for this student I cared deeply for, I felt more determined than ever to become the best art teacher I could and make a difference in students’ lives.

                  Furthermore, at a school with so many at risk students, collaboration is so important to make sure all the teachers are doing their best to help these kids succeed. Each week we had “kid talk” where we talked about are most at risk students, how they were progressing and how we could further help them.

I learned so many art room systems from my cooperating teacher that I can’t wait to incorporate into my own classroom!

             One of the most effective systems I discovered is the 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 sitting with. Next, taking these requests into account, we look through records for students with IEPS, 504s, trauma backgrounds, or any other extenuating circumstances. Taking all of these things into account we place them in seats. For example, students with ADHD or who are just ”movers,” we will put at a tall table where they are able to stand and have space to move around. When there are students with emotional disorders who are easily distressed by some things other students say, so we place him or her at a table with “buffer” students, students who are friendly, nice, and hardworking.

     Another system 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 being dismissed.