Teaching and Assessment
I consider the process of teaching, the process of instructing students, to be indirect in the learning sequence. Students are driven by self-motivated thought, creation, inquiry, and reflection. If what they are doing is impertinent, in their perception, they are likely not to learn much at all. I believe teaching is a progressive effort. If a basic understanding of student interest and direction is not present in the consideration of planning, engagement and growth is stifled. My job is to center instruction on student needs and interests, and I discover these necessities through assessment.
Assessment is critical to not only record student progress and understanding, but also to inform the direction of future lessons. Assessment is a variable and viable tool that needs to be adapted into everyday instruction. It is valuable for both teacher and student, as it allows the teacher to gauge understanding while the student gauges their own progress. In the art classroom, assessment should be integrated often and in a diverse manner; in both formative progress checks/discussions about artwork and checks for understanding as well as summative goals to define growth, and standards competency.
The art classroom is an environment where students are allowed to explore. They are directed by their discoveries during the process of their creation and the guided inquiry provided along the way to scaffold the learning experience. I believe in making the classroom a safe environment where risk-taking is encouraged and failure is applauded because it means they tried something new. The power of art in education is the power to engage, inspire, and connect.
Management
A classroom is only as effective as the accompanying management. A successful classroom for me feels like a family. Relationships are of absolute importance and power. If students respect me and each other, they are more comfortable to take risks, discuss issues or questions, and reflect on discoveries. Open communication means students feel safe to express needs and to pose arguments and questions. It also means maintaining a connection to parents in both positive acknowledgement and any behavior or other issues that need to be communicated to keep parents invested in their student's success.
In addition to human environment in my classroom, success is partial to the physical environment in which students work. This means arranging the room to accommodate flow, and to provide easy access to materials when necessary is important when considering how to support student learning. This also means making sure students are staying safe in their environment, by confirming they are familiar with the proper use of tools and materials and know why it is essential that they follow safety expectations.
During each class, I attempt to talk to at least one student about them, apart from class and apart from art. I think this allows them to soften their guard and trust me to help them learn something new, even if it means trying something challenging. I need to make sure my instruction is variable and pertinent to every student.
The initiation of differentiated instruction emanates from the assessment of individuals during the process of their creation. I make specific accommodations for all types of learners in order to ensure that all students can access the information in the best manner for their learning style. Each student learns differently and perceives information in various ways. I try to include a variety of delivery methods, offering information in verbal, visual, and hands-on approaches. During this process it is important to continuously assess understanding to make sure students are making appropriate connections to the material. My differentiated approach is informed by individual assessments, IEPs, and ALPs. The use of the MTSS is a dynamic avenue to assisting students towards success with a network of support. By differentiating instruction and approach, I am ensuring students are meeting standards, even if it is in a different manner than the peer next to them.
I consider the process of teaching, the process of instructing students, to be indirect in the learning sequence. Students are driven by self-motivated thought, creation, inquiry, and reflection. If what they are doing is impertinent, in their perception, they are likely not to learn much at all. I believe teaching is a progressive effort. If a basic understanding of student interest and direction is not present in the consideration of planning, engagement and growth is stifled. My job is to center instruction on student needs and interests, and I discover these necessities through assessment.
Assessment is critical to not only record student progress and understanding, but also to inform the direction of future lessons. Assessment is a variable and viable tool that needs to be adapted into everyday instruction. It is valuable for both teacher and student, as it allows the teacher to gauge understanding while the student gauges their own progress. In the art classroom, assessment should be integrated often and in a diverse manner; in both formative progress checks/discussions about artwork and checks for understanding as well as summative goals to define growth, and standards competency.
The art classroom is an environment where students are allowed to explore. They are directed by their discoveries during the process of their creation and the guided inquiry provided along the way to scaffold the learning experience. I believe in making the classroom a safe environment where risk-taking is encouraged and failure is applauded because it means they tried something new. The power of art in education is the power to engage, inspire, and connect.
Management
A classroom is only as effective as the accompanying management. A successful classroom for me feels like a family. Relationships are of absolute importance and power. If students respect me and each other, they are more comfortable to take risks, discuss issues or questions, and reflect on discoveries. Open communication means students feel safe to express needs and to pose arguments and questions. It also means maintaining a connection to parents in both positive acknowledgement and any behavior or other issues that need to be communicated to keep parents invested in their student's success.
In addition to human environment in my classroom, success is partial to the physical environment in which students work. This means arranging the room to accommodate flow, and to provide easy access to materials when necessary is important when considering how to support student learning. This also means making sure students are staying safe in their environment, by confirming they are familiar with the proper use of tools and materials and know why it is essential that they follow safety expectations.
During each class, I attempt to talk to at least one student about them, apart from class and apart from art. I think this allows them to soften their guard and trust me to help them learn something new, even if it means trying something challenging. I need to make sure my instruction is variable and pertinent to every student.
The initiation of differentiated instruction emanates from the assessment of individuals during the process of their creation. I make specific accommodations for all types of learners in order to ensure that all students can access the information in the best manner for their learning style. Each student learns differently and perceives information in various ways. I try to include a variety of delivery methods, offering information in verbal, visual, and hands-on approaches. During this process it is important to continuously assess understanding to make sure students are making appropriate connections to the material. My differentiated approach is informed by individual assessments, IEPs, and ALPs. The use of the MTSS is a dynamic avenue to assisting students towards success with a network of support. By differentiating instruction and approach, I am ensuring students are meeting standards, even if it is in a different manner than the peer next to them.