MAT Classroom Management Plan

Philosophical Statement 

Creativity is in all of us. Creativity, like learning styles, develops according to the individual. It is a personal journey that reveals itself first to the individual through cognition and grows with exposure to experiences and personal interest. Outside influences, such as Visual Art Educators, come alongside creative beings, art students, as a guide. The Visual Art Educator as guide first creates a learning environment that inspires the art students. Creating a safe space for art students to feel inspired is important for encouraging the creative process. 

The Visual Art Educator as guide then introduces, demonstrates, and instructs various art genres in the form of media, art movements, artists past and present, art techniques and the like. These practices are part of exposing students to the vast realm of art and creativity pertaining to Visual Art Education.  

Visual Art Education empowers willing learners as creators through problem solving and artistic expression. Art students learn by various styles and methods; my responsibility is teaching art in a way that creates interest in the curriculum and facilitates independent discovery. Arts education lends itself very naturally to constructivism in which learning occurs through experience. The levels of thinking in Bloom’s Taxonomy give an effective diagram for learning objectives to meet the needs of diverse learners. 

 

Room Arrangement 

In my art classroom, I have 9 art tables which seat 4 students to a table. My classroom offers a large space for seating arrangement. I have chosen to set the tables sideways in 3 rows and 3 columns. All the tables are set up sideways so that there are no backs to me when I conduct demonstrations and display PowerPoint presentations. I chose this arrangement so that I can see all students from anywhere in the classroom. Last year, I had one student in a wheelchair; she was paired with a paraprofessional. I assigned her a seat at a table that was closest to the door for easy access to the exit when she needed without disrupting the workflow of the class in session. Students with ADHD are asked to sit up close to the front, so they don’t become distracted. From first day introductions, I allow students freedom to choose where they would like to sit. I do not have a designated seating assignment.  

My classroom is large but has a blind spot because of the way that it’s shaped. As you walk in, my office is to the right and to the left is a small private room that we call the computer lab. This space is where I have 6 desk top computers, 3 lightboxes, a whiteboard and critique cork board. This is an intimate space for small group or one-on-one critiques. The computer lab is also utilized for students who wish to research online and print out references for creative purposes.  Right outside the computer lab up against the wall, there are 2 large rolling cabinets that I have situated back to back. One stores a plethora of magazines, the other stores art materials in labeled bins, which creates easy access for my students. Two long countertop spaces with drawers and cabinets line the length of 2 walls. I just finished a mural of Clint Eastwood’s portrait in Pop Art style. The portrait is of Eastwood in The Good, The Bad and The Ugly. I am proud of him; he’s my first mural on cement blocks. The counter spaces have been useful to store materials and for students to create on. Both countertops have access to multiple electric sockets, which are used for hair-dyers, glue guns, and let’s be honest, charging cell phones. The whiteboard and pulldown screen for the doc cam and projector and are in the same place. This arrangement is not ideal because I have to display the standards and Learning Target on the whiteboard for the students to view at all times, but the information gets covered up when I begin a new lesson, when I project the doc cam for demonstrations, or when I show a video or PowerPoint presentation. I have not yet discovered how to rectify this issue.  

My desk is a butcherblock table that I love to create on alongside my students. Just recently, I painted a lovely blue hue on a block of cement wall surrounding the 2 windows in my classroom. The windows adorn teal sheer curtains and have some personal touches like plants, books and pictures on the windowsill. On top of a small old-school wooden single student desk, I have a humidifier, a lamp and message board with an inspirational art-related quote. My plan is to fill the blue hued block with art in a gallery wall style. My classroom is a work in progress. It takes time to make a space your own while also considering the students who share the space with you during their creative time.  

Storage closets line the back wall. There are 2 kilns in one storage areas where I also house 3 wheels. These items did not get much use before my arrival, but now the dust is blown off and they are beginning to get some good use as we are starting a new ceramics course.  

My students have noticed these small changes I am slowly making. They appreciate them. One student walked in just last week and mentioned how she likes to walk into the art room to see what’s new. Made me feel good.  

 

Classroom Rules 

My rules for the art room are simple. I chose 3 “we” statements that are easy to remember. They all begin with “R”.  

1. We RESPECT – teacher, classmates, self, classroom, art materials, and artworks. 

2. We take RESPONSIBILITY - come to the art classroom prepared, ready to learn and to create. Display appropriate conduct and conversation. We do art in the art room. 

3. We value RELATIONSHIPS - good vibes only. Interact positively and kindly to one another and with the materials we get to use to make cart. 

4. 
   

Classroom Procedures and Routines 

1. Procedures for Beginning Class 

1. Absences are addressed under Attendance and Assignment Make-ups. 

2. The number of tardies are kept in Synergy, which is an online system that keeps track of every student’s absences and tardies.  

3. If students enter class without the appropriate materials, I allow them to get the materials they need after I am finished with announcements, attendance and instruction. I also provide materials such as writing utensils to draw with.  

4. I keep all graded artwork in student portfolios that are kept in class until the end of the semester. I choose to keep the portfolios in class for a few reasons. One, this keeps all student work in one place and organized. Two, we refer to art projects often to see the visual progress of artistic skill over time. The students have access to their portfolios. When distributing art materials, each table designates one person to get supplies and one student to replace supplies when the art activity is finished. All students are responsible for cleaning up their own personal space after making art.  

5. During the first few minutes of class, students are sitting in their seats while I take attendance. As soon as I am finished taking attendance, I begin class with demonstration or instruction. If we are in the middle of an art project, students are free to get the supplies they need and continue working on their artwork. Friday is designated sketchbook Friday. Students take out their sketchbooks to work on art prompts that are pre-written on the whiteboard.  

2. Procedures Related to Instructional Activities 

1. Unless I am actively instructing or demonstrating an art lesson or technique, students are free to move about the class as they need to be proactive with their art projects. When new students are placed in my class, I have a one-on-one conversation with them about the syllabus and the basic housekeeping procedures and routines. Also, pairing new students with a seasoned student of good rapport is helpful.  

2. When getting students attention, I use proximity and the peace sign.  

3. During whole-class activities, students raise their hands if they need one-on-one assistance or if they have a question. Overall, participation is contributing to class discussions, such as critiques and practicing good work ethic by being proactive with art projects.  

4. The students are seated 4 to a table. Fortunately, the students are already placed in groups due to the seating arrangement.  

5. If a student finishes early, the art prompts from Sketchbook Friday are an option. I also have various art activity sheets with mandalas and zentangles to create and use color theory.  

3. Other Procedures  

1. There is no homework in art, unless a project has run a student longer than one week. Students can finish their sketchbook prompts as homework if they do not have enough time in class.  

2. Students may go to lockers if they are missing an imperative item necessary for class. Otherwise, they may use the materials I have in the classroom. 

Affirming Students 

Words of affirmation are important for every human being. According to relationship researcher, John Gottman, the magic ratio is 5 positive comments to every 1 negative comment. Everyone comes with emotional baggage. Oftentimes, educators are the only positive reinforcement that students receive during their school day. My goal as a Visual Art Educator is to leave my students better than they came in. In whatever capacity I can influence or inspire them for the positive. Another art-related way I affirm students is through assessment of their sketchbooks and their art assignments. I enjoy engaging in conversations with my students about their creative process.  

 

Positive Reinforcement 

Morale boosting in the art room comes in the form of sweet treats periodically over the course of a semester. While I enjoy treating my students occasionally, I do not solely rely on these isolated occasions. Positive reinforcement also comes in other forms such as but not limited to, proximity, using eye contact, waiting in silence while using nonverbal cues, and reiterating instructions one-on-one when needed. Encouraging words and phrases and positive, non-confrontational body language also helps deliver positive reinforcement. Writing positive comments and reflections on post-it notes and putting them on finished artwork or work-in-process gives student artists motivation to continue strong.