Classroom+Management+Philosophy


 * Kathryn E. Robertson**
 * Classroom Management Plan**
 * Art Education**

One of the most important questions a student can ask in an art class is “what if”. The most important task a student can accomplish in an art room is the transfer of an idea or image in their mind to an image or object in space. Einstein once claimed that he thought in a stream of images. Envisioning a work of art is the beginning of creative thinking in an art room. In maintaining a classroom that caters to the importance of creative thought there are many factors to consider. The arrangement of the room, classroom rules and procedures, and the types of discussion among peers and teachers all have an important role in creating a successful learning environment.

An art room should be immediately inviting and comfortable. The ideal art room would have significant natural light, large work areas and safe storage space. A functional studio would remain clean and organized. An environment that addresses multiple intelligences would have different spaces within the room for instruction, a space to look at books and reference materials, and opportunities and spaces available for students to work alone or at their own pace.
 * Room Arrangement**

Examples of artwork as well as images of the natural world are helpful in stimulating ideas. The artwork on the wall should show a repertoire of student work, significant historical work, contemporary work, and the work of local artists. Students should be able to see the connections art can make to everyday life outside of the classroom. Student work should be displayed as much as possible – within the classroom, the school at large, and community at large.

While it’s nice to let students sit next to their friends, it’s more important to make sure each student is getting what they need to have success in the art room. Art is a social activity and it can be easy to lose focus and get carried away. I’ve found that when it has been necessary to adjust students’ seats, it can be uncomfortable at first but it allows students to bring their focus back to the work while also giving them a chance to see what other classmates are working on.

I feel it necessary to make sure students know their role in maintaining a positive working environment for all. In a high school setting I have found that establishing the rules by example has been the best way to show what the expected behavior is. Instead of discussing what not to do, in the first few days of class we discuss what the work is, what the goals are, and what processes will need to be taken to ensure safety, efficiency, and an environment that is conducive to learning.
 * Classroom Rules**

When I notice a student doing something that shows an understanding of effective studio practice I’m quick to point it out. Because I didn’t specifically ask the behavior, they own it. If I notice a student doing something that isn’t safe or conducive to learning I’ll give a reminder that the behavior isn’t part of the goal. Mutual respect is an important quality in any working environment. I show respect for my high school students by setting high expectations for behavior. I trust that at this point in their careers they will know what to do and what not to do. They return the respect by meeting these expectations.

Regardless of the assignment, there should be some consistency in the day to day procedures. Students should know what’s expected of them when they enter the room. Time spent in trying to get everyone together is time wasted. I would take at least the first five minutes of the class to remind students of the goals of the assignment and the goals of the day. Students should be responsible for retrieving their work and cleaning up their materials. Every step taken in an art room is an important part of learning to work in a studio environment.
 * Classroom Procedures**

I find that even within regular day-to-day procedures, there should be room for flexibility. It can be easy for students to tune out if they are presented with information in the same manner day after day. I also feel it’s important to maintain a level of enthusiasm throughout the entire lesson. Art is hard work but it’s fun too! If I wasn’t excited about an assignment, I wouldn’t teach it.

Every student has a right to learn. Not every student is going to enjoy art. It’s my job to make sure that each student has an opportunity to learn the material in the way that’s best for them. I try to get to know each student so I can find ways to connect the goals of the assignment with their interests or understanding of other subjects.
 * Encouraging All Students**

I try to be aware of what is left out of a lesson. If I had an ethnically diverse group of students, I would think twice about only showing examples of artwork created by white Europeans. I would try to pay attention to everything I was displaying as well as everything I was leaving out.

I try to make sure to find something I like about every student. I know I’m not going to like every student – teachers are above all humans – but a student might pick up on negativity more than I would realize I was giving it out. I also try to find something I like about each student’s work and make sure they know it. The expression of ideas can be a sensitive business. My job as an art teacher is to make sure all students have the chance to express freely.

I believe in applauding someone when they do something right. A student could do something wrong a hundred times and hear about it every time. The right behavior, however small, should be given equal – if not more – attention.
 * Positive Reinforcement**

I don’t think it’s helpful to say ‘good job’ without telling the student why. In the end, it’s up to the student to decide what to do with their artwork, and we can only steer them into directions that show knowledge of the assignment, the principles and elements of design, effort, thoughtfulness, and craft. We see so much visual information in our day to day existence that I think it’s safe to say we omit a lot. If a student does something that catches our eye I believe it’s worth mentioning!


 * In conclusion**, I would like to make sure every student leaves the art room with a positive experience. I believe a solid classroom management plan can help to make each student feel comfortable and at ease, regardless of their skill. Art is as much fun as it is a serious discipline. All students have good ideas. If given a constructive environment, young people can accomplish great things. Classroom management isn’t about hierarchy or protocol - it’s about making sure each student has the chance to learn as much as they can in the amount of time available.