Guest Speaker: Mr. R

After our class had a Skype session with principal R, it made me realize that I had to be ready for anything in a job interview. While at first I thought that Mr. R was more of a laid back principal, I talked with some of the other students in class afterward and it made me realize the opposite.

He gave us a good list of things to keep in mind for an interview. On the list included showing up on time, dressing appropriately, and making sure you have questions to ask at the end. He also said that he is far more likely to consider someone who leaves a thank you note after their interview than someone who doesn't at all. I was unsure if this meant that you had to leave one right after your interview or if he would still consider you if you sent one a few days later.

Mr. R told our class what sets a cover letter and resume apart from the rest. The list that he gave us seemed random and a bit arbitrary, which I wasn't expecting. Mr. R said that if someone's resume states that they are an Eagle or Girl Scout, he will definitely put them in the pile to consider and interview. He also said that if someone prints their resume and cover letter on fancy paper, sometimes even crazy paper, he might consider that applicant. Mr. R said it showed nerve and the willingness to take risks. He also said that when looking at the resume and cover letter for an art teacher, he expects the layout and design to be a bit more interesting and creative. Much of this seemed random to me and gave me the impression that you couldn't expect anything or have any assumptions about an interview if you were going to apply for a position at his school.

One thing I found somewhat strange and a little bit inappropriate was how he said it would be a good idea to bring up your religion and what occupation your parents have. He said that we should find a way to incorporate both of those into our interview. Mr. R said that if we grew up on a farm or our parents owned their own business, he could assume we are responsible and hard working from having to take on that kind of work. He said that if we could ask after the interview, "I'm new in town, are there any good Presbyterian/Lutheran/whatever churches in the area?" that we definitely should. I think if my religion would be a factor in if I was hired for a position that I probably wouldn't want to teach at that school anyways. I don't feel that is appropriate to bring up in an interview and shouldn't be a determining factor if an applicant is considered.

Day 10

Today was the second day teaching my lesson. Mrs. T and I were going to see how far the students got with their murals and if they needed an extra day to work she would finish with them. Either way, she would be putting the fish they had previously made and hang them in front of the murals. I was going to have the students rotate to different a different table and make a different part of the habitat than they did the previous lesson.

Right after the first day of my lesson I got very sick and still had a sore throat and a disgusting cough for the second part of my lesson. When the students were all seated I asked them if they could do me a favor. I told them that I had gotten sick over the weekend and needed them to help me out by being extra good listeners. If I was talking they needed to stop talking and listen so I wouldn't have to hurt my throat.

Maybe because I was sick or I just wasn't as prepared for this lesson as I was for the previous one, but I felt completely out of control and overwhelmed. It wasn't situation where everything that could have gone wrong went wrong, but I felt like I was off in almost every way. I did a review with them at the beginning for my anticipatory set, asking what they remembered about salt water habitats and what they were working on. Somehow, I underestimated the amount of cut tissue paper and other materials that I needed, forgetting that today the students would be doing 2 rotations. I only had enough for one rotation. With about 15 minutes left of class I ran out of materials and was bombarded by what felt like a hundred kids telling me their table didn't have any more paper. I had found some more, but not nearly enough.  Also, last class I didn't make sure to remember which students left off at which group, so today I couldn't remember and neither could half of the class. Last class the students were very good about not talking when I was talking and when I would clap to get their attention they would clap back and stop working and talking. Today that was not the case. Even after clapping with the microphone most of the time it was difficult to get their attention. I didn't want to shout so I felt like I was constantly clapping. Even once I got the student's attention it would last for such a small amount of time that I ended up talking over them. One student, who I knew was just trying to help, would sometimes start the clapping for me or shout at the class to be quiet. There were boys who were up at the front of the room taking tape that I knew they weren't allowed to use and putting it over their mouths. Instead of telling them to hand me the tape so I could throw it away if they didn't listen tell them I was going to count to 3 for them to give me the tape and keep working, I said "we're not doing that right now" and told them to go back to their tables. Obviously they didn't listen to me. At the end of class, I was going to do a small critique with them as a closure. I had planned to ask them if they could find something on one of the murals that was 2D, 3D, has different textures lines or colors. I also wanted to ask them how they thought something was made and what they could to do it to make it more 3D. Instead, because I was still so overwhelmed, I didn't ask half of those questions and of course couldn't get the kids to stop goofing around and come over by where I was trying to get everyone to gather around. At one point during the lesson I felt so overwhelmed that I literally just stopped and stared off blankly and didn't respond to the 23 kids who were all telling me that they didn't have any more paper.

After class ended I felt terrible and Mrs. T gave me really good feedback of what I could work on. She had said that if something isn't working to stop and try something else. If you think of a better way to go about addressing something, it's entirely ok to tell the kids to stop and tell then what they were going to do instead. It's better to fix the problem or trying something else if you think of a better idea. Mrs. T also said that positive reinforcement is a good way of getting the kids to do what you want. Sometimes instead of telling the students they need to use their inside voices a better way to get them to be quiet is to say something like "Table 5 is doing a great job of using their inside voices." This way the students see an example of the behavior you expect out of them, and because they want to be praised as well. Mrs. T also said that another way to get students to listen and stop talking is to wait and tell them that you can't continue until everyone is quiet and listening.

Mrs. T said that doing this is good because then it allows me to see specific areas that I'm comfortable with and strong skilled at, and what areas I'm not as comfortable and need more work with. I now know I struggle with discipline because I can be wishy washy when I want the students to like me. Now I know specific areas that I need to be more conscious of and work at, and I wouldn't have found that out any other way other than actually doing it.

Day 9

Today was the first day of my 2 day lesson.  I got to Mrs. T's room a half hour before class started, which at first I thought would be too much time, but I definitely needed all of that time to set up the video camera and tripod, lay out all of the materials, and get my power point ready.  I wanted to make sure that I had everything laid out at the tables and in the front of the room so that the students would have plenty of time to work. The entire drive to school I rehearsed exactly how I wanted to address the students when they first got into the room and I felt prepared and confident.

It was a very different feeling from last semester when I taught my lesson. I think because I was working with another person, I became dependent upon her because she was far more outgoing than me. I was so nervous last time that I didn't talk, wasn't animated, didn't have good body language and wasn't especially engage with the students. I think subconsciously I was relying on my partner because I knew there was someone to fall back on if I didn't do something right and the responsibility wouldn't all be on me. This time, I knew that everything was up to me and I didn't have anyone to rely on; I had no choice but to go into it being confident.

When the students came into the class I greeted them and asked them if they were excited for the lesson and they all were. I then made the mistake of asking if they were excited for the weekend, which only got them riled up and not focused because everyone wanted to talk about what they were going to do. I then introduced the project and made the focus of the introduction be distinguishing between what is 2D and what is 3D. A lot of the students already knew the difference but I gave them examples and continued to ask "is this 2D or 3D?" to make sure they really understood. From there, I said that the mural they were going to make was going to be 3D, so everything that they would add to it would have to jump off of the page. I then went through the power point and explained that the parts of salt water habitats that were in the power point would be what they were going to add to the mural.

I had made a small project sample with all of the parts that the students were going to add to their own murals. I gave a demonstration of how to make each of the parts, and asked if they had other ideas of how to make them. I explained that like they saw in the power point, coral, rocks and plants come in all shapes and sizes. That meant that they could try a bunch of different ideas and they would all be right, as long as they weren't flat. They would have to work together to make their murals and that made them excited.

Each seat at the table has an assigned color that Mrs. T has specific responsibilities for, so after I finished giving instructions I had the students get their materials. They had a little less than 25 minutes to work before it was time to clean up. I walked around while they worked and asked them how to tell me about what they were making, if something was 2D or 3D, and if 2D, what could they do to make it more 3D? At the end of class I had the same students who got the materials put them away and everyone cleaned up their tables. When everyone was cleaned up, quiet and sitting in their seats I let them line up at the door.

After the kids left, Mrs. T went over her observations and criticisms with me. She said that I was very engaged, the questions I asked them during the power point presentation and during work time were well thought out and helpful. The two main criticisms that she had for me were that I had asked the students if they were excited for the weekend, which got them off topic. She said that would have been a better thing to ask when they were lined up and ready to go to their next class. She said it was good to be engaged and talking with them, but I then had to spend time trying to get them to focus. The other thing she said I should remember for next time was that I had no closure. Before the students cleaned up I should have reviewed what we had talked about, what they learned, or went around and looked at what they had made during class and talking about their work. Instead, I just told them it was time to clean up and let them go.

Overall, I was exceptionally pleased with how the lesson went. The main objective I wanted them to grasp was distinguishing the difference between 2D and 3D and applying it to the sculpture mural. Some of the students understood it when I was explaining and demonstrating at the beginning of class, but when they were making the different parts of the salt water habitat, they were making 2D pieces. For the most part, everyone's pieces that they were adding were "popping" off the paper and the understood the difference.

Day 8

Today I worked with Mrs. T discussing the lesson that I would be teaching later this week. She had wanted to incorporate a soft sculpture mural into her curriculum. The students had already studied and made fish, and she wanted to have another project where the students created a mural that the fish would hang in front of. Together we brainstormed how to go about teaching the lesson and what materials would be needed.  Mrs. T said she was completely open as to whatever directed I wanted to take this project, which was nice because I didn't have any parameters or restrictions.

Mrs. T asked if I had any ideas of how I wanted to approach the lesson. There are 3 long tables in Mrs. T's classroom and I had thought that each table could work on a different part of the mural. Mrs. T suggested I make a small power point that briefly went over the different parts that make up a salt water habitat, which would be the kind of mural the kids would be creating. We agreed that it was best to not get too detailed with the power point, and introduce only the parts of the habitat that I wanted the students to create. I decided that the students would work on coral, plants and rocks. Originally I had thought it would be a good idea to have each of the 3 tables work on a different part of the habitat (plants, coral or rocks) but Mrs. T suggested that I could have the students rotate instead, so that they can each get a turn making all of the parts.

Then we talked about what kind of materials I could use. Mrs. T said she was open to anything that I wanted to try, but to keep in mind that it couldn't get too heavy otherwise it wouldn't hold up and pieces could fall off. Even though Mrs. T was calling it a mural, I didn't want to have the students paint at all, at least not for the days that I would be teaching. I felt that if there were too many materials to work with, they each wouldn't be given enough attention and it would also create more of a mess. Together we came up with a list of materials that I could use. I came up with the majority of the list and if I forgot anything Mrs. T would suggest it, but never told me I had to use something or go about it in a certain way. I thought that using tissue paper, butcher paper, colored cellophane, different kinds of glue, scissors, and packaging peanuts. Then while Mrs. T went to work with her ELL student, I got all of the materials ready, cut the mural paper to the exact size of the tables so they would be ready for class, and put the materials onto specific boxes for each of the groups, coral, plants and rocks.

When I left Mrs. T advised me to take some of the materials home with me and play around with them to see which kinds of glue worked best with the different materials. Mrs. T had O-Glue, Elmer's Glue and tacky glue and she said it would be a good idea to work with each of them and see which would stick best.

Day 7

When working in Mrs. T's class I've never had to discipline students or deal with bad behavior, because Mrs. T had told me from the beginning that that was her place. Today, however, it was my turn to deal with a student behaving inappropriately in class. I had seen students misbehaving in Mrs. T's class but I had never experienced a student being disrespectful towards me until today. 

Today there were two boys in the second grade class who were fighting for the entire class period. They were sitting at separate tables, and one of the boys was turning around and staring at the other, which was driving the other boy crazy. He was screaming across the room for the other student to knock if off, and the entire time, Mrs. T never told them to use their inside voices, tell them that language isn't acceptable, or reprimand him in any way. After listening to him scream across the room for about fifteen minutes I walked over to him and asked what the problem was. At first he wouldn't answer me and then I knelt down next to him so we would be on the same level, and repeated the question. He said the other boy was turning around and staring at him and thought he was copying him. The other boy was all the way across the room, so while he may have been staring at him to make him upset, he was too far away to see what he was doing to copy him. I told the boy who was screaming that if he was in fact turning around to copy his work, he should be flattered because that means that he thinks he has good ideas.

I had walked away to help another student and heard the same boy screaming again for the other boy to knock it off. I knew that I couldn't be the only person in the class who was sick of hearing it, not to mention that behavior shouldn't be tolerated, so I approached him again. This time, I told him that we don't use that kind of language in this room and that he needed to use his inside voice. When I asked if he understood what I was asking of him he didn't answer so when I repeated the question, he muttered something under his breath. I said, "excuse me?" and he rolled his eyes and said ok.

Because I have little authority in the class, I didn't think this student would listen to me, but I knew that if I didn't say anything at all, he would think that that behavior was acceptable and continue to act as such.

Day 6

Today the second grade students were working on cartoon emulations. The assignment was to choose one frame of a comic strip, create a grid for it, and blew it up on a large scale. The students had to look at proportion and color matching, which for some of them was very difficult. After they drew and colored their comic frame, they were to outline it with black Sharpie. The students had to blend and mix colors, and learn how to apply different amounts of pressure to create a desired value. Mrs. T showed them how to layer their colors, if they had to use one that they didn't already have. She also did a demonstration of how to make the background fade.

The students were all at different stages of the project, so I was able to help with a lot of different things. Some students were still in the drawing process, trying to match the cartoon to the grid they had on their large paper. When I was helping students during the drawing stage, I told them to turn the comic strip and their paper upside down and draw it that way. It seemed that a lot of the students were drawing their frames how they thought it should look, or how they wanted it to, instead of what it really looked like on the comic strip. This way, they would be more focused on drawing shapes than an image. Some of them tried it for a little bit but got frustrated and turned them the right side up and others ignored me and didn't try at all. I wasn't sure if suggesting that approach would be too much over their heads, but at least one of the students seemed to find it useful. Maybe they were pretending.

Day 5

Today the kindergarten class was working on dying paper with primary colors to create secondary colors. First Mrs. T asked them if any of them knew how to do "magic" and said that they would be turning a piece of paper that is shaped like a rectangle into a triangle. Mrs. T showed the class how to fold their pieces of paper which many of them struggled with. It seemed like such a simple thing but fine motor skills like folding doesn't come second hand for kindergarten students. I walked around and helped students fold their pieces of paper, and would start it out for them and ask them which step was next until they were finished. For the students who picked this up quickly, they were eager to help their classmates with folding.

After Mrs. T had made sure everyone folded their papers correctly, she reviewed the color wheel with the class. She asked if they knew what the primary colors were, and then asked if you mixed red with blue you would get which color, and so on.

At one of the tables, there were three pie tins of dye set up that the students would dip each corner of their folded pieces of paper to. Mrs. T gave a demonstration of how to dip their triangles and wrap them up in newspaper and press on them before unfolding them. The students then got in a line and each took a turn dying their triangles. Today seemed like an entirely different class because they were so much more well behaved than they have been every other time I've observed. The one student who regularly gives Mrs. T and myself a difficult time only kicked one student today, and was far easier to work with.

Day 4

Today as soon as I got to Mrs. T's class, she told me the kindergarten class would be doing stations instead of a project, and asked if I would like to take over. I was a bit nervous but thought, why not.

When the students have station days, they rotate every 5 minutes and usually each table as a turn at every station. At the beginning of class Mrs. T announced that I would be teaching for the day, and let me take over. Because I wanted to make sure everyone knew which way to rotate and what they were doing at each station, we got a bit of a late start with the day.

Because I've only worked with middle and high school students, I was way over my head in terms of how to discipline younger students. I wasn't explicit enough with my directions, and didn't realize that with kindergarten kids, or young students in general, they need step by step instructions for everything. I had thought that I made sure they all knew what they were supposed to do at each station and which tables to rotate to, but I didn't tell them how I wanted them to do these things. I didn't say they had to use their inside voices, to walk, not run, to each station, among many other simple directions I didn't even thing of. And so, the class was out of control. I struggled with having the students listen to most directions that I gave them, whether I was telling them to use their inside voices, to walk instead of run, to not color on the tables or punch each other. Normally Mrs. T has a microphone around her neck so that the students can hear her, but of course, it wasn't working today.

My biggest struggle was one particular student, who Mrs. T told me normally needed extra help. This girl was coloring on everything that shouldn't be colored on whenever she could get her hands on markers, even if that station didn't require them. I approached her and asked her to put away the markers because we wouldn't be working with them today. She turned away from me and continued to color on a pair of scissors. Then, I had told her that I was going to count to three and then she could either give me the scissors or take a time out.  She wouldn't give me the scissors and I didn't want to have a tug-o-war with her, but had no idea how to make her listen. Later, when the students were lining up to leave for their next class, this girl punched the boy who was standing behind her in the face. I was completely overwhelmed and had no idea what to do, especially when she went to keep hitting him and the boy was crying. Finally, Mrs. T stepped in and she pulled both aside and told me to walk the kids to their next class.  Before we left, I told them they needed to keep their mouths, hands and feet quiet when they were walking in the halls, which absolutely didn't happen.

It was very difficult for me to run the class because I didn't want to step on Mrs. T's toes with disciplining them, but at the same time if I didn't, the class would be completely out of control and nothing would get done.

Day 3

Today I was working with Mrs. T's third kindergarten class. The students were finishing Easter eggs that they had started the previous class. The students were to create stories on their eggs, meaning drawings of spring scenes (such as rabbits and bunnies, chicks and flowers) with cray pa, and then water color over their drawings. While the stories the students were meant to create were supposed to be about spring, not Easter, it was definitely a holiday themed project. 

I believe that there is only one student of a different nationality in the class, though the curriculum doesn't seem to be especially sensitive to others apart from the monoculture. The previous lesson that I had observed, the second grade students were building tribal huts from an African village. The students weren't taught about the tribe's way of life, just that they would be making paper housing similar to theirs. At first I was pleased to see the inclusion of this project, but soon realized that the students weren't being taught anything about this culture, just that their houses look different.

I was also surprised that Mrs. T was even doing the Easter project. I was under the impression that most schools weren't doing holiday projects as much anymore, but only had this assumption and no real reason to believe it, other than from articles we've read in class. The project was made to be just a story board of sorts, where the students draw their own scenes, but they were required to be spring scenes drawn on an egg. In my opinion, it is difficult to justify that this is just a spring project, creating their own "story" (which are all the same) and not an Easter project. Seeing as Easter is the last main holiday before the end of the school year, aside from Mother's Day, I will be interested to see what the approach will be, monoculture or not, for the rest of the semester. 

Interview Question: How do you assess student artwork?

In my classroom I plan on using rubrics to assess artwork. The objectives that are stated at the introduction to the project are what will be measured. Did the student meet the objectives? I think a point system is best for this. For elementary students I would use a 3-4 point scale and secondary students a 5 point scale. If there are more than 5 I feel like there are too many variables that are trying to be met.  I also believe rubrics should be given to students at the beginning of the project so they know what is expected of them and what they will be graded on.

In elementary classes, I think it is more common to assess artwork partially based on effort. I do not think this should be abandoned in secondary education. Similar to a student writing a paper for an English class, if a student revises their paper several times, they are putting in more effort than a student who writes one draft and hands it in. I think effort should be taken into consideration because if a student is given the option to make revisions and doesn't, they aren't putting forth as much effort as a student who is constantly trying to make their work better.

Guest Speaker Mr. W

After Mr. W's presentation I felt that I would be lucky to have an interview with a principal who was as laid back as he is. I can tell he takes his job seriously and truly cares about it, but I was pleased to hear that for him personally, an applicant who comes into an interview with piercings or tattoos doesn't determine what kind of teacher they will be. I did think it was smart to advise us to cover up tattoos and take out piercings for the interview process, and then see how it goes once you start teaching to have them show.

While he didn't give us many examples of what sort of questions would be asked in an interview, he gave us very good pointers as to how to prepare for an interview. I also agree that it would be a good idea to keep track of any patterns in questions that are asked. I did find it interesting that he emphasized the importance of preparing your answers but at the same time not making it sound rehearsed. 

I think everyone in our class appreciated Mr. W going over the entire application and interview process. Obviously, most of us haven't applied for teaching positions and are foreign to these types of interviews. Walking us through step by step was very beneficial. I also appreciated him telling us not only what we should do but things not to do as well.

Day 2

It has only been two days of my observations with Mrs. T, but I have already gotten a grasp of how her classroom runs and what I would do differently. The first day I observed, all of her students had tons of energy and little to no focus. Originally I had thought it was maybe because it was a Friday and the kids were anxious for the weekend. I now realize that there is very little classroom management being applied most days, not just Fridays, and the kids have control in the classroom.

Mrs. T read a story by Maya Angelou for the kindergartners, during which, the kids were crawling across the floor, not sitting on their bottoms and doing what looked like weird yoga positions. Some students had gotten hold of rubber bands and were flinging them at each other and across the room. One student who was being particularly disruptive was asked to sit in a chair off to the side of the group. This didn't solve the problem and she then started rocking her chair and making even more noise.

Mrs. T has a procedure that if she wants to get her students' attention she will either turn on and off the light or clap her hands to a rhythm and the students must repeat it.  Throughout the class, seldom would the students respond to either of these actions, and would continue working and talking when they were supposed to stop working and talking and pay attention.

After one of our previous guest speakers, Mrs. L, I had originally thought her approach to teaching and classroom management was strict and rigid. Now after being in an elementary classroom, I understand that that kind of structure is necessary to get anything done. Observing with Mrs. T makes me continually aware of how important it is to be organized, have back up plans, and make sure rules are clearly addressed to the students.

Day 1: Practicum Experience

Upon entering Mrs. T's classroom, I immediately saw a list of rules hanging up on her wall. These rules were implemented throughout the school and were the same in every classroom. This, Mrs. T said, was so that the students knew what to expect in every class. They were created as a collaboration among all of the staff and the principal. Sure enough, when I visited the high school teacher across the school, she had the exact same list posted in her class.
I was able to observe a kindergarten and a fourth grade class. To get the students' attention (she said she does this for all grade levels) Mrs. T will turn the lights off and on again quickly. They know that they are to stop talking, stop working and listen. Mrs. T also wears a microphone around her neck that is connected to an auditory system in the room so that the students can hear her better with the speakers.
When I asked Mrs. T why she wanted to be a teacher, she said that originally when she was in college, Stout as a matter of fact, she was an apparel design major. She had grown up on a farm and had been making her own clothes for some time, and would buy pattern samples and alter them. She then switched her major to interior design and soon after realized that wasn't what she wanted to do as a career. Mrs. T said that teaching art seemed like the best choice. She had always liked drawing and painting when she was growing up and knew that's what she wanted to do. When she was in college, art education students were required to take two levels of all of the studio classes, and there was less of an emphasis on education classes. She's been teaching elementary art for 22 years and knew right away when she started teaching thats what she wanted to do.

Guest speaker Jamie Nabozny

Only a few days before Jamie Nabozny came to speak at Stout, my friend had sent me a recent article published in Rolling Stone Magazine titled "One Town's War on Gay Teens." Until I read the article illustrating a few students in Anoka, Minnesota's stories dealing with their experiences in school, I was fairly unaware of how severe of an issue harassment of GLBT students in schools is.

I've always felt overwhelmed with the responsibility that comes with being a teacher. Your responsibility goes beyond teaching your subject matter. You're expected to teach kids how to have good morals, be polite, know right from wrong, be positive attributes to society and be active in their communities. In the words of John Sculley, "We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children."  It's a ton to think about and be accountable for. Even so, I entirely believe that as a teacher, you should have that passion and be willing to help kids with these other issues. To think that your job is merely to teach a student how to paint a still life, solve an equation or write in pros and you don't need to think about them after they leave at the end of the day, to me, is not fulfilling your role as a teacher. You have a responsibility to provide a safe environment for your students to learn. In addition, I believe that even outside of your classroom, you have a responsibility to keep students safe.

I was appreciative of this presentation because Nabozny gave the audience specific things that we as teachers need to be aware of in our schools. What stuck with me the most was that it isn't enough just to tell students who use words such as "fag" "retard" "dyke" or "bitch" (among others) that that language isn't acceptable in your classroom. Nabozny said a way of addressing that sort of vocabulary in the classroom can be done as easily as saying "I have a cousin who has down syndrome and I take offense to the use of the word 'retard.'" This way, students get an "oh shit" feeling, and if even briefly, they put themselves in your shoes and think about how it may have hurt your feelings or someone's feelings who has down syndrome. Teaching students to be empathetic is huge and I entirely agreed Nabozny in stressing it's importance in schools.

Guest Speaker Mrs. L

I was happy to hear Mrs. L advise us in her presentation not to have preconceived notions of where we wanted to teach or to have narrow visions. Originally, I was certain that I would never want to teach middle school and that I wouldn't like it. I was convinced that I would work well in any other setting, but absolutely not middle school. Last semester I spent my practicum experience at a middle school and I absolutely loved it and would be thrilled to teach at that level. I do believe it is important to be open minded, which Mrs. L first mentioned in her presentation.

Another point that I hadn't taken into consideration very much, partly because I haven't had my practicum experience at the elementary level yet, was the importance of management and control. As Mrs. L had told our class, we aren't just going to be teachers of art, but teachers of children. At the elementary level, you find yourself teaching many skills, not just art related ones. Mrs. L said you have to be a teacher of social skills, organization skills, problem solving skills, reading and writing skills, math and science skills. Some students will walk into your class and you may need to tell them which end to hold a paint brush or how to use a scissors. I think this is very important and plan to keep it in mind during my practicum experience. She emphasized that you need to meet the students social needs before you can meet the academic needs.

Guest Speaker Mrs. O

 I was pleased to hear that after fifteen years of teaching at one school, Mrs. O has never gotten comfortable with her curriculum. She takes risks with her lessons and it seems to keep students interested. And as she said, sometimes they work and sometimes they don't but its important that she does them. I hope to never get comfortable or complacent with the way that I'm teaching because there can always be a way to make things more interesting for the students. It doesn't seem like she is ever bored with her job.

Part of why her curriculum seems so inviting is because she often lets the students decide what they want to work on. When asked if the students put forth more effort on a project if they came up with it, she said they absolutely do. This allows students to take ownership of their own learning and art making which I think is an important thing to bring to my own teaching.

The main thing that I took away from Mrs. O's presentation was that you need to ask yourself, "what do they (the students) need right NOW?" She emphasized that you can plan and prepare all you want for a lesson, but you need to be ready to change and adapt at the last minute. I think this will be extremely important to keep in mind for when I begin my student teaching. Having a back up plan, even if it's a vague outline, is beneficial.

Do you teach a discipline-based art curriculum or a choice-based one?

I plan on teaching both. Depending on the school system I'm working in, DBAE may be a larger factor in it's curriculum. The factors that make up DBAE are huge trend right now in education, and some schools will emphasize them more because they are said to validate why the arts should be taught in schools. 

While in a choice based curriculum, it is more about the process than the product, I think it is possible to let students make decisions and take ownership in their learning in a discipline based curriculum.

Both have their benefits in my opinion. I believe that students learn from teachers instruction, but they also learn from making their own decisions. Through their own trial and error, I believe, is where the real learning occurs.

Being an art teacher...which is more important? Art or Teaching? Do you need to be an artist to be an art teacher?

While both are important, I believe teaching is more essential. Being a good artist doesn't guarantee that you will also be a good teacher. Similarly, if you are a skilled athlete, you won't necessarily be a good coach. Knowing how to paint or sculpt doesn't mean you are able to teach it successfully to students. It's essential to know how to teach the material. You need to have knowledge of how children learn and grow in order to teach them. 



Its important to know your material. I believe if most parents had the option to have their child taught by from someone who was merely interested in the subject, or by a practicing expert, most would choose the practicing artist. It isn't one hundred percent necessary but to me it seems most advantageous. You wouldn't send your child who needed brain surgery to someone who was merely interested in medicine as opposed to a brain surgeon.

How do you deal with safety in the classroom?

Safety rules and values will be addressed at the very start of the school year.  Safety hazards and what materials are off limits will be addressed at the beginning of the class. Procedures for use of materials like oil paints and turpentine will be documented and logged. Demonstrations will be executed for every project so that when dealing with x-acto knives and other potential dangerous materials, students will know how to properly use them. Materials that are off limits will be pointed out to the students right away and will be color coded. Violation of classroom safety rules will not be tolerated. Any improper use of of materials or violating safety rules tells me that the students should not be participating in that part of the lesson.

Interview Question: If I'm a student in your art class, what can I expect to see or do on the first day?

Students can expect to feel welcome upon entering my art class on the first day. I plan on greeting them as they enter the room. Posters, bulletins, and signs will be all around the room that will address what we will be learning, class rules, and expectations. With a bright learning environment I hope for them to be inspired to learn. 
After they are all seated I will introduce myself, and tell them a bit about myself. I think this is important for all ages to be teaching, so the students get a sense of your personality, your interests and what you're class is going to be about. It's important for them to get a sense of who you are so that they can connect with you on levels other than art.
Ice breaker activities can also be helpful. Students can introduce themselves to the class, say one interesting them about themselves, and what they hope to learn from the class. 
From there, I would go over my expectations of the class, and what expectations they have of me. I want them to know that I consider their opinions and ideas. 

Current status in my journey to being an art teacher

ARTED 208 was the best experience I've had along my journey thus far. That practicum course has helped me become much more confident in my artistic and teaching abilities. It made me really realize all of the other responsibilities that come with being a teacher besides just teaching. I've found it extremely beneficial and I'm excited for ARTED 308 so I can continually feel more prepared for student teaching.

Last semester I built a strong relationship with my cooperating teacher who's class I observed. We've kept in touch since and he's asked me to student teach with him, which was the most rewarding part of the entire experience. I hope to have another positive relationship with my cooperating teacher this semester.

I would love to student teach with my cooperating teacher from my last practicum course and after teach out of state. I would like to teach in different areas other than the Midwest so I can gain knowledge and experience in different environments.