Art Classroom Management
Published on Nov 21, 2016
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PRESENTATION OUTLINE
Classroom rules can be understood as what kind of behavior is needed in the classroom, and procedures can be understood as how students need to work. Every broken rule or missed procedure is a teachable moment!
I imagine my classroom's engagement of digital devices, platforms, and online discussions as an extension of our classroom culture. Therefore, classroom management in general is the main part of this work. Rules, procedures and concerns relating specifically to digital devices are mainly near the end of the presentation.
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Rules need to be enforced with clear consequences that students must see as reasonable and just. They must be enforced promptly, consistently, and fairly. Too many rules that are poorly understood or remembered are counter-productive. (Marzano)
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This is in part because the classroom environment will feel oppressive to students, which will encourage disrespect of the rules and a break down of the learning culture, and in part because students will not understand the relevance of the rules or the need for them. (Marzano)
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Research has shown that effective teachers usually implement no more than 5 or 6 rules. These need to be general enough that many scenarios of behavior, speech, and attitude can be understood in relation to the rules. (Marzano)
I have four rules in this presentation. They are listed and explained later.
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Rules are most effective when there is student buy-in. This can be developed by asking for student input while developing the consequences, and it can be developed by discussing the need for such rules with the students. (Marzano)
While we only have four rules, we may have hundreds of procedures. Procedures should be introduced as needed. There should be no consequence for missing a procedure, unless it also involves a broken rule. A missed procedure should be retaught only. A broken rule should be met with a consequence, and re-taught.
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For example, I may ask students, “How do you like to be spoken to? How should I speak to you? How should your fellow students speak to you? How should you speak to me?What does respectful speech sound like? How do you feel when someone has not respected your body or personal space? Not respected your feelings? Not respected your opinion? Not respected your belongings?” and so on.
Respect is my second classroom rule. Safety is my first.
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Studies have shown that students tend to follow procedures when they understand the need for them. Again, this involves teacher led discussion. (Marzano)
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I like to draw out students with questions that create connections to their past experience, when discussing the need for a rule or procedure: “Can anyone remember a time when…,” for example.
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I want a classroom where students are physically safe; where students feel emotionally safe, take risks in learning, and are not afraid to be vulnerable; and I want a classroom where students are excited about learning.
I have taught many college art courses and workshops, subbed for many teachers, and had three long-term substitute positions in junior high art classrooms. Early on, I found that the best way to approach classroom management was to hold student learning and long-term success as my highest priorities. These priorities helped me decide what kind of classroom environment I wanted.
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Students need to understand that rules apply to all of their behavior in class, and that they need to use common sense. The examples are just that, they are not the only way we can break a rule, but rather are just a few common ways. Students need to think about the rules, and we need to discuss and refer to them regularly.
Rules and examples follow, as do some questions that can draw students out, or engage them in helping to define expectations or set consequences
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Rule Number 1: Safety: Students will behave in a manner that is safe. Examples: Students will use all tools and materials safely . Students will not endanger themselves or others with reckless or careless behavior. Web Safety: Students will not visit any website or platform not specifically approved by the teacher that day. Students will not engage others, especially strangers, online in any way not specifically approved that day. Students will not share personal information online, their own or anyone else’s. Students will not engage in hate speech.
Teacher led discussion: “Why do you think hate speech is under Safety, and not Respect?"
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Rule Number 2: Respect: students will behave and speak in a respectful way. Examples: Students will respect the feelings and opinions of others. They will respect the efforts of others. They will respect all property (mine, theirs, ours, his) and they will respect (try to follow) all classroom procedures. Students will respect difference.
Teacher led discussion: "What are some ways we are different from others? in class or online?
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Technology related respect: It is especially important that students show respect to devices.It is especially important that students show respect to those we engage with online.
Discussion: "Why do you think it is especially important to show respect to devices? Why is it especially important to respect others online or in online discussions with other classes?"
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Rule Number 3: Learning Environment: Students will behave in a manner that promotes a learning environment for themselves and others.
Examples: Students will never critique another person. Students will never critique or be critical of another person’s efforts, unless specifically asked to do so by the teacher (“What I might like to see…” is the only example I will ask for). Students will risk making mistakes in design and content of their work, (what kind of risks do you think this refers to?) and encourage others to do so. (How can we encourage others to take risks in design and content?) (“Can behaving and speaking kindly help us build a learning environment? Can offering encouragement help? How about being specific with what we like in a another’s work? or using specific art vocabulary?”)
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Technology Learning: It is important that students use classroom technology in a way that builds a learning environment.
“What are some ways we can do this? What sort of things could work against a learning environment when we are working on devices or online?”
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Rule Number 4: Proper Use of Digital Technology
With help of students in discussion, I want to establish these explicit examples: students should use only the devices and platforms specifically approved for that day by the teacher. Students always need permission to use a device or open a platform. Using web searches should be approved of by the teacher before hand. Students should follow all classroom rules and procedures when using a device, or accessing a search engine or platform. ("How do our classroom rules guide us in using the web? Let’s go through the rules and apply them to websites we use.”) Students may listen to music on their phones only with teacher approval. ("What are some of the pitfalls we might encounter, with students listening to their own music?") Students should never text, call, or visit social media during class.
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At present, I foresee three main uses for digital devices in my classroom. One is for creating digital artifacts; one is for creating digital portfolios; and one is for interacting with other art classrooms.
My present concerns for the first two uses are: that students not use any platform not pre-approved by me; that students know how to use, charge, and store the device; and that they not damage it. To avoid damage, procedures can include: cary the device carefully, only place it on a work table—no other surface, never place it on the edge of a table, be mindful of where devices are at all times, never place them on the floor, keep them away from art materials (especially water based); and never have food or drink on the same table with a device. Posting signs and issuing contracts will help reinforce these procedures.
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My main concerns for interacting with other classrooms are that we speak and behave in ways that will promote our class and our school.
Behavior that is positive for interacting with other classes online is addressed in the classroom rules, but should be discussed in more detail before each meeting. I plan to handle these and all rules and procedure discussions in a manner that is positive and friendly, but serious.
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All consequences will be negotiated before hand in discussion with students, and will involve loss of privileges.
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Sources
- Marzano, Robert J. Classroom management that works, research based strategies for every teacher; 2003 ASCD, Alexandria VA
- Digital Citizenship in Schools Mike Ribble and Gerald Bailey re: http://www.iste.org/images/excerpts/DIGCIT-excerpt.pdf
