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TEACHER QUALITY STANDARD #2
Teachers establish a safe, inclusive and respectful learning environment for a diverse.
In order for a classroom to allow for students to be successful, it is important to think about all aspects of the environment. This is anywhere from the physical set up of the room itself to the expectations for students cleaning up the classroom. In a successful classroom, these change based on feedback from students and teachers. In the elementary school classroom, we set up studio areas so that students know where they can find what they need. We also changed the seating chart every few weeks to give students the opportunity to talk with others. Having a routine for students can be really valuable in allowing for them to have a predictable environment where they feel safe and ready to learn. One of the most important aspects of this with elementary students was always starting off the day in the same way. We started class with Brain Gym, which allowed for students to take some deep breaths, and prepare to make art that day.
ELEMENT A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Throughout each of my placements, I focused on creating positive and safe classroom environments. Whether students are online or in person, it is important that students are respectful towards each other, they are kind, they are safe, and they feel welcome in my classroom. At the high school level, we started off the semester by talking through what makes a positive classroom environment. Students got to give ideas of what this looks like as we created the expectations for the semester. This is also important to go back to throughout the semester, especially if something comes up. Having students be a part of this, also allows for them to truly have a say in what the classroom will look like. In elementary school, there are three art studio agreements that students have had throughout their time at Beattie. These agreements allow for expectations to be understood by students, and allows for the start of a discussion with students who may be struggling that day. For my artifact, I have included the expectations for both high school and elementary school students.
ELEMENT B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
During student teaching, I created many artist inspiration slides. This allowed for students to begin to ideate for their projects. In these presentations I focused on finding artists that come from a variety of different backgrounds. I also focused on contemporary artists (with a few historical artists included as well). I believe that this is valuable for students to have a better connection to the artists they are looking at. This art is being made about things that are going on in their world, things they can grasp and understand. This also allows for discussions to be brought up about the art. Students discussed what they see, what they notice, what it could mean, and how it may relate to the artist themselves. These discussions are what truly allow for deeper and more meaningful thinking and discussion about art. As an artifact for this element, I added one of my Google slides that focuses on multiple aspects of diversity.
ELEMENT C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
I have had the opportunity in student teaching to work with a large variety of different students. Each and every student learns differently, they have ways and methods that help them learn best. They have different interests, different topics they care about, etc. The TAB approach to learning in the art classroom, allows for students to explore whatever it is they are interested in. This also allows for built in differentiation. Students have the option to pick a medium that may be a challenge for them or a medium where they would like to continue to develop their craft. Having an open ended approach to learning, also allows me the time to go talk to individual students about what they are working on, ask them questions, and differentiate depending on their needs. For this artifact, I included some of the works that students were developing all during the same class period. This show the range of materials students had the opportunity to work with, and within that the differentiation that can naturally occur.
ELEMENT D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
During my high school placement, I had the opportunity to attend parent teacher conferences. I also emailed with guardians. I believe it is important to send home emails, both when a student is going above and beyond, as well as when a student is struggling. Oftentimes guardians only get emails when their student is missing a ton of assignments, however it is also important to notice and recognize when students are succeeding. For this artifact, I added an email I sent to two different parents, one that was focused on the missing work, and another that was focused on positive behaviors. Establishing relationships with guardians can be really helpful throughout the semester, year, or several years that I am working with a particular student. This allows for open communication and positive relationships with families.
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