Expectations – Art Room Style!

Posted on 06. Sep, 2011 by in All Posts, Challenging Students, Clean-up and Transition, Clssrm Mgmt, Conflict Resolution, Off-task Behavior, Organization and Preparation, Positive Reinforcement

The following is a guest post written by Scott Russell about his classroom management system using visuals.  Scott teaches at Ball’s Bluff Elementary in Leesburg, Virginia.


My classroom expectation system has evolved in connection with our school-wide PBIS framework.  As the Ball’s Bluff Tiger we ROAR = Respect, On task, and Always Responsible.  So what does that look like in my art room?  Here are my expectations communicated visually:

Respect – A hand in the Air will keep art fair.  – We all have important ideas and questions, the only way to let everyone share in the knowledge is to be fair and respectful to everyone in the class. Download PDF


Respect – Success comes to those who try, failure comes to those who “can’t” – I despise the “I can’t” phrase!  I discuss with my students how they are all learning (even me) and  what  happens when we say “I can’t”. What if one day I said “I can’t” teach you”?  What would they learn?  So I set the expectation – no “I can’t”; we always try our best. Download PDF

On Task – Busy pencils mean Artists at work.  I don’t mind if students are talking. I encourage the sharing that comes in an art class.  I do discuss that while they are in class the artwork needs to be worked on—so they can talk as long as their pencils are moving. This way the discussions tend to stay on the art and they develop the correct work habits. Download PDF


On Task – Show creativity.  What would the world be like if all art were the same?  What would the class be like if all the student art looked exactly like mine?  The goal is to develop their ideas through the lessons and skills we experience together. Download PDF


Always Responsible – Van Gogh knows.  Use your ears.  Listen and learn.  Then you hear the directions and the questions of others and have the most time for YOUR art! Download PDF


Always Responsible – Safety First.  No running with scissors!  And this connects to so many things – ultimately – making good choices. Download PDF

My class learns like the Mona Lisa.  It is great to talk about Mona and use her memorable pose as a model for daVinci.  The mystery behind her intrigues the kids so much and we can learn a lot from her for art class too!  We discuss how her eyes follow you (just like their eyes should follow the speaker), her mouth is a quiet mysterious smile (because what teacher wants to look out at frowns?), and how her hands are still (hold them still just until you can dive into your artwork)!  When I need the student’s attention I say “MONA” and they reply with “LISA” and the students immediately stop what they are doing to make their best Mona-pose.  I “look for my Mona Lisa’s” as they come in to class, etc.  And it hits home – I’ve had students count the Mona’s in my class (I apparently have over 35). One student said, “Thanks, a lot of eyes watching me!”  I think he got it! Download PDF

There are so many others, I welcome you to take a look at my other management visuals and share your own.  These work for me!

How to Survive Kindergarten

Posted on 05. Mar, 2011 by in All Posts, Challenging Students, Clean-up and Transition, Clssrm Mgmt, Conflict Resolution, Off-task Behavior, Organization and Preparation, Positive Reinforcement

Image source: Flickr by Brit

Kindergarten is my toughest class. Some teachers are “naturals” at teaching Kindergarten, but not me. The first time I taught Kindergarten was in my first class of my first teaching job. As it turned out, it was one of “those” classes that come around once or twice in a career. Lucky me.

Here are a few highlights during my first month teaching Kindergarten. . .

  • A couple boys thought that they were “puppies” and decided that crawling under the tables and barking would be a good idea just at the very moment the principal walked in the room.
  • The “potty train” to the bathroom was getting out of hand until the one day I said – “No more- no one else can go until after class”. Then a child promptly peed right on the floor.
  • Another day, I was handed a lovely lock of hair (draw your own conclusions on what happened).

And those are just a FEW of the highlights!

I did survive get through Kindergarten that year, but it has taken several more years to really feel like I can manage a class effectively.  Below I have listed a few suggestions that work for me.

Lesson Ideas. It is hard to teach art without the lesson ideas. Here are a few successful art lessons I have used with my Kindergarten students, along with a list of art ideas from other teachers.

Classroom Management. This will make or break you. I love the post written by Jessica Balsley “Teachers, Forget Your Lesson Plans“. She discusses how important the classroom management details are to implementing a successful art curriculum. The following is a list of strategies I wish I had during my first year teaching Kindergarten.

Preparation

  • Create a supply table or counter-top.  Pour the paint, set out the paper, organize materials. Make sure you have enough of everything so that you’re not running around during class trying to replenish supplies.
  • Label front of smock with child’s name. Have them wear it to every class until you know their names.
  • Don’t bother with seating charts. They forget where they sit.  If you are continuing a project from one class to the next, strategically place artwork from the previous class around the room with name side showing so that you can separate students appropriately. However, sometimes it is necessary provide “learning locations” (aka assigned seats) for few children – just write it down so you’ll remember from class to class.
  • Only put on their table the supplies they will need at that very moment – everything else is just candy and causes more problems than it is worth.

Instructional Management

  • Smile. You can be a kind, nurturing teacher and still have students meet your expectations.
  • Check out the whole brain teaching strategy described in a great guest post by art teacher Katie Jarvis.
  • Name on paper. Always make this the first direction before anything else. Check to see that it was actually done (because not all Kindergarteners are capable or even want to write their name) Then move on.
  • Get students attention quickly. Try these attention grabbing strategies in art.
  • Find things that make kids laugh, it can grab their attention, but don’t be TOO funny (there is a backfire point for everything).
  • Before you give any instruction or demonstration, wait until all eyes are on you, bodies are sitting up, nothing is in hands, and all voices are off. Don’t say a word, just wait. It might be 1, 2, or even 4 minutes. It will kill you to wait the first time.  If necessary, give hints to kids quietly that you “wish you could start but you’ll just have to wait”. Wait until everyone is looking, with mouths closed for a full 8 seconds. Wait as long as it takes – it might take months to see real progress, but it WILL happen if you remain consistent!
  • Eliminate distractions. If you have the space, pull all the kids together for demonstration or discussion.
  • Pace your lessons. Show only a couple of steps and let them try it. Gather the class together again, and show a few more steps. This will not only help all your students feel successful but it also slows down the rushers and buys a bit more time for the slower workers.
  • Don’t let a demo or discussion last longer than 10 minutes.  Even if they’re sitting quietly, chances are you’ve lost them.
  • SLOW DOWN. Yes, I know sometimes it is impossible – a clay project that has to get finished or one last step in a painting process (occurrences that only art teachers can fully understand). But the beginning of Kindergarten, make sure you build in extra time or alternate your “messy” lessons on one day to “not-so messy” on another. Use those classes that don’t HAVE TO have artwork completed to teach classroom procedures.
  • Don’t get mad if students are not following your procedures. Just practice the proper behavior until they get it right.  Complement the children when you see them doing the right thing and let their homeroom teacher know when they do a good job.
  • If students are still not following your procedures, walk students back to the outside of their regular classroom and start class over. They hate it. Waste their time now, then you will get more time back later.
  • Teach them the “need to know” rule otherwise known as the Tattletale Trauma.
  • Potty trains. Rule: One person to the bathroom at a time. No one is allowed to go to bathroom while you are giving instruction. (yes, once in a while if a kid is giving you “the look” and holding himself, that would be a good time to make an exception)
  • Transition activities. I have several different puzzles set aside for students to work on as students finish their artwork.  Train them on your expectations for sharing, quiet play, and clean up.  Students who have trouble with these expectations should lose the privilege during that class.
  • Absent kids.  If you’re working on a project over two or more class periods, and a child is absent on the first day, grab a piece of paper that the children are creating art on and add the absent student’s name.  The next week, you will see if anyone was absent or not by the blank piece of paper left from the week before.  Group absent kids together to give instructions for catching up at the same time.

Clean up

  • Don’t expect your students to remember a list of clean up procedures.  Give them a visual – create your own clean-up map.
  • Brushes.  Train the students to drop brushes in the sink or in a soak cup.  As much as you may want to teach them how to clean their own brushes, with limited sink space, it needs to be used for hand cleaning, not brushes.
  • If you use sponges, squeeze them out for the students and only give them to children who are sitting at their seat.  The table signals that they are finished by stacking all the sponges.  Peers pressure each other to follow the procedure and it gets the sponges out of the hands of “enthusiastic” cleaners.
  • If the room is still a mess, ask the children to each pick up 10 (or 20) scraps off the floor.
  • When it is time to line up, send only a few at a time.  You could choose to have students who sit the quietest, clean up most efficiently, or who are most helpful to one another.
  • Have students SIT in line. It is harder to bump into someone when they are in one stationary spot.

How do you manage your Kindergarten classes?