Now lets be clear on the characteristics of this type of student.

Excessive Question Asker Characteristics 

This student…

1. asks a lot of questions about every step of a project. Even if there are written & drawn reminders easily accessible. They have to talk to you (the teacher) about each step again before they can move forward.
2. asks a lot of questions even though they are bright and (most of the time) understand the concepts without extended explanation.
3. is most likely not disrespectful or disruptive to the class. They know the art room procedures and can work effectively within the environment.

Of course no two students are the same so there are lots of variations in what you might observe from the excessive question asker in your art room.

Solution

A colleague shared the idea of using a ticket system to help regulate students who are prone to excessive questioning. It’s pretty simple. The student gives the teacher one ticket and then can ask one question. When their tickets are gone for the class period they can’t ask you anymore questions about the project.

Now this could sound harsh or absolute but it helps force students to look at other information resources in the art room. So instead of taking the easy way out of coming to the teacher or looking for constant adult confirmation they will need to seek alternatives. You will notice that they pick up their heads and look at the board. They will survey the students working around them to compare their progress. They will ask classmates questions. These are all great strategies for kids to keep in the classroom loop. Plus they learn to discern which questions are really worth their time to ask.

I typically start with three question tickets per class. You can adjust the amount of tickets per class up or down to fit your students educational needs. The goal is to eventually wean the student off the ticket system. As students improve and learn to prioritize their questions you can decrease the amount of tickets per class.

Below is a PDF of printable Question Tickets that you can use in your art room. Just print, cut and laminate to reuse over and over.

Click here to download: Question Tickets

As a funny end note, I once had a student ask, “Mrs. Andrlik can I ask you a question about the question tickets?”  At that point they had no tickets left and half a class period to go. It’s so hard for some students at the start. I just laughed and let them ask their question even without a ticket.

Don’t miss out on your chance to win a free online art class from The Art of Education! Just submit your lesson by May 31st and you’ll be entered to win. Click here for more details.

Evernote

My “must have” cloud application is Evernote.  I keep a running list of supplies needed, track students who need to complete artwork, and use images to organize and plan for future lessons.  The video below shows how I have used the Evernote desktop application to sort out and sync all the details of my teaching life.

iCal and Google Calendar

Since I have hundreds of students and lots of classes to track, keeping a planning calendar is essential to my sanity.   Instead of using one calendar, I create a separate calendar for each grade level as well as one for school events that can be viewed individually or all together.  Like Evernote, a “cloud” calendar travels wherever you are, viewable from any computer or mobile device.

Here is an example of my iCal calendar.

Another great option is Google Calendar.  Here is an example:

While I don’t exactly teach painting or ceramics in “The Cloud”, my schedules, lesson plans, and “to do” lists certainly do live online.  As a result, I am a more organized and thorough teacher ready to get my hands dirty with art supplies.

How do you use the cloud? What works best for you?

Get Your Room in Order

Get those paper towels in the right place!  Motivation at its best from Katie Moris at Adventures of an Art Teacher.

Short on counter space?  Then maximize your wall space with these home-made magnetic containers.  This would be great for art teachers on a cart too! Image source: Laissezfaire blog.

De-clutter your desk and get your paperwork in order.  I love how this is labeled. Check out the makeover from the Venspired blog.

Every good art room needs a broom and dust pan – especially one that  is named “Dusty”!  This great idea comes from Theresa Gillespie at Splats, Scraps and Glue Blobs.

If you teach elementary, kids are always making pictures for you.  But what do you do with them all?  By adding them to a clipboard, you can display the most recent and still be able to look through pictures from the past. Idea from Clean & Scentsible blog.

Create a Classroom that Works

Just a subtle hint for your students (and their teachers) from Mrs. Hansen’s Art Room.

Bring peaceful thoughts to your classroom as students enter or leave.  Image source Jankwilson on Flickr.

“I need help” flip charts.  Easy to make yourself or you can buy them here.

This video explains how to get a handle on the noise level in your classroom using plastic cups.

Sometimes you just need to say it plain and simple – keep order in your class by hanging a Peacemakers and Peacebreaker chart.  This great idea came from Mrs. Lee’s Kindergarten class (though this would certainly apply at all age levels)

Teach with Visuals

I love this word wall Art With Mr. E created for his classroom using index cards with magnets on the back.

Help your students understand what careful artwork looks like with this craftsmanship rubric from art teacher Kathleen O’Malley at her blog, Art Moments.

Make the Most of Your Minutes

From a blog that brings organization to a whole new level, Jessica Balsey at The Art of Education shares how she has art questions ready when there are a few extra minutes left in class.

Looking for more ideas and visuals? Check out our classroom management section.

1. QR Codes.  These black and white pixelated squares can be found on TV, in magazines, and now in classrooms.  Using a mobile device with a camera such as a smart phone, iTouch, iPad or free software downloaded on a computer, a QR code can be quickly created to link directly to text, images, or web addresses.  Try it yourself by scanning QR code below:

Don’t have a QR reader? Type getscanlife.com into your Internet browser on your mobile device to download a free QR reader.  Now imagine using this in your classroom by linking to online resources, creating a scavenger hunt, providing the answers to quiz questions, or extending art room learning by sending students home with QR code resources. Read my article on QR codes for additional resources and ideas on how to use them in your classroom.

2. Create a Photo Peach Quiz.  Photo Peach is a super easy way to create an interactive quiz game using images.  Learn how to create your own quiz here.

3. Animoto.  Want to look like a master movie-maker? Simply upload images or video clips, select music, and click to create an amazing movie.  Just by registering for an educator account you get access to full-length movies without paying a dime.  (If you’re looking for a good alternative, Flixtime has some very similar features with a good selection of music).

4. Blabberize. What isn’t funny about an artificial talking mouth?  Start with any portrait, define the mouth area, and talk.  The mouth will follow your voice. Use Blabberize to present information about an artist, convey classroom rules, or give studio instruction.  While this may not change your teaching world, incorporating Blabberize into your lessons can certainly enhance instruction and get the students to take notice.  Check out this brief example: (Can’t see this video? Click here).

Tip: Use a screen-cast tool such as Jing or Screencast-o-matic to record your Blabberize and save on your computer.

5. Twitter. If you want to take charge of your own learning, Twitter is the way to do it.  Every resource I reference in this post I have learned because of Twitter.  It is all about following the right people.  See my list of art educators on twitter to get you started and develop your own PLN (Personal Learning Network).

6. Wallwisher.  Want to have a class critique and involve all your students?  Wallwisher lets you quickly set up a virtual “wall” so that anyone with the URL address can add a comment and interact.  One of my favorite features is the ability to moderate comments, ensuring all posts are appropriate.  Learn more about Wallwisher in this article and see how to embed a image in a wallwisher wall here.

7. Delicious is an online bookmarking tool I have been using for several years and blogged about it here.  Since your bookmarks are accessible online, you can access them from any computer.  Using multiple “tags” makes finding your bookmarks easy.  Thankfully you can import your existing bookmarks into Delicious, so you won’t lose your previously bookmarked sites.  (A similar, just as awesome, bookmarking alternative to try is Diigo)

8. Pinterest might just be the ultimate bookmarking tool for art teachers.  Instead of bookmarking using text, images are used instead.  The best way to describe Pinterest is with this video walkthrough:

Read more about Pinterest in my Tech4Arted column and join the collaboration starting with the iPhone/iPad Apps for Art teachers board.

9. Livebinder  I first wrote about Livebinder as a way to organize digitally here. Livebinder is an electronic binder used to collect web resources or your own files in one organized spot.  Here are a few examples of binders I have created for students and for my own professional reference.

10. Google Maps. I am a huge fan of Google Maps to help students connect art to our world. My favorite trick is to embed images into the placemarks on the map.  Watch video on how to embed an image into Google Maps.  Here is my example on using Google Maps to teach about Georgia O’Keeffe:

View Georgia O’Keeffe Life Tour in a larger map

Do you have a web 2.0 tool you can’t live without? Share it be leaving a comment below.  Also, check out additional resources in my Web 2.0 Tools Livebinder:

Click here to download Mac keyboard short cuts poster.

 

Share your tech tips for making technology in the classroom a little easier

to organize in the comments section below.

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!

The following is a guest post written by Lindsey Wright from OnlineSchools.org.

Art teachers are always on the lookout for creative ways to reach their students. From museum field trips to outdoor hikes to search for still life subjects, art teachers have learned over the years that the more interactive the lesson, the better student engagement. However, with the invasion of smartphones, it’s become increasingly difficult to engage students. While this is generally not an issue those who teach at an online school, teachers at brick-and-mortar campuses are trying to figure out how to engage students who would rather spend their time texting and updating Facebook. The answer, if you have access to smartphones for your classroom, is surprisingly simple: there’s an app for that. Teachers can take advantage of a wide range of applications that can be used in the classroom, integrate them into lesson plans, and lasso reluctant students into engaging in rich learning experiences.

How to Introduce Smartphones to Your Lessons

The problems with smartphones in school are generally thought to outweigh the benefits, leaving many teachers leery of allowing them in class. However, it’s important to remember that while cell phones might be the bane of a teacher’s existence when student phone use in class is a distraction, the devices are only tools can just as easily be used to help rather than hinder classroom activities.

One option for incorporating smartphones into the classroom, is introducing school-purchased smartphones that can be properly monitored rather than regulating students’ use of their own smartphones. For instance, in 2007 Qualcomm issued smartphones to 3,000 students in four North Carolina school districts as part of Project K-Nect. The study, detailed in Education Week, shed light on how smartphones can be used in school. In addition to continuing training to develop smartphone-based science and math lessons, the teachers were given considerable power over students’ devices. Teachers could see what students were doing on the phone at any time, monitor instant messages, report misuse, and even shut the phone down if necessary.

However, school-issued devices aren’t the only way to use smartphones in class. With good direction and supervision, students can usually be trusted to use their own devices productively if given the opportunity.

Teaching Strategies for the Smartphone Classroom

For art teachers, there are tons of ideas worth considering, from straightforward museum tours and art history lessons to modified lesson plans developed by teachers in other fields.

Liz Kolb is the author of the book “Toys to Tools: Connecting Student Cell Phones to Education” and an associate researcher at the University of Michigan. She provides a database of ideas for teachers looking to meaningfully incorporate smartphones into lessons. While the suggestions aren’t specific to art classes, a quick perusal of her ideas and the ideas of other teachers who post to the site will yield plenty of lessons that can be adjusted for the art classroom. Among them:

• Use wiffiti.com, which will display text messages sent to the teacher’s account, to have students write short opinions of a famous work of art. The teacher can display these for students to discuss.

• Use phones to take photos of art in the community and send them to flickr.com. Students can use the compiled photos to create a classroom definition of art.

• Have students utilize a teacher-established account on a site like polleverywhere.com to gather real-time feedback when asking multiple choice or true/false questions. Instead of just one student’s response, teachers get feedback from every student.

• Have students create podcasts in which they describe a painting in detail. Each student will then listen to another student’s podcast and attempt to draw the painting based upon the description.

Of course, Kolb doesn’t have the market cornered when it comes to smartphone integration in the classroom, and a number of websites discuss how art teachers can integrate different apps into  lessons. Teachers can find such a list in one of this blog’s previous posts, which is a great resource for those with access to iPhones in the classroom and also provides plenty of search ideas for those without.

The study in North Carolina cited above found students taking an active role in creating new course content and assisting one another improved their test scores and understanding of course material. Granted, Project K-Nect studied how students engaged in math classes using smartphones, but you can bet that art classes will show equal enthusiasm given the opportunity to use familiar technology meaningfully. Educators need to revise their thinking about the presence of phones in the classroom and develop ways students can engage in lessons that go beyond classroom walls. Why not let art teachers, with their enthusiasm for creativity and willingness to think outside the box, lead the smartphone charge?

Clean-up Numbers

I love my Clean-Up Map, but what I don’t love is keeping track of the tables who cleaned up adequately and efficiently (I have a lot of other things going on!). That’s why I created a system of Clean-Up Map Monitors.  Each class period I appoint a team of two students to monitor the classroom tables for quick and thorough clean-up.  The kids love this job (and take it very seriously) so I rotate the students each class period and keep track by marking on a class list. At the end of class the clean-up monitors are manned with giant numbers attached to dowel rods and distribute them based on the following:

• All students are sitting at their table silently.
• Table meets Clean-Up Monitor cleanliness expectations (Students know what needs to be cleaned by referring to the Clean-Up Map).

Important details to keep things running smoothly:

• Table leaders (also known as helping hands) get to hold the clean-up number when distributed.
• If you complain about anything, your table lines up last.
• Clean-Up Monitors always get to line up first.
• Students are dismissed to line based on the number their table was awarded.

I find that this system works well with 3rd grade and up.  In second grade I act as the clean-up monitor to train the kids on my expectations.

Download the clean up numbers for use in your classroom.

Image Source: Silverfuture on Flickr

Since I started teaching, I’ve always wanted one of those “take a number” systems you see at the deli.   I’d use it to form a line for asking questions, getting supplies, or more recently, taking turns at the interactive whiteboard. Each of these activities have threatened my sense of order and organization and would benefit from students taking a number.

This year, I decided to tackle this challenge with a similar take-a-number solution, and came up with “Magic Numbers” to help organize our interactive whiteboard time.  Magic Numbers is a low-tech visual system that lets the students keep track of whose turn is next.

Here’s how it works in my classroom: On days when we use the interactive whiteboard, I distribute cards with numbers written on them. Or I’ll simply ask students to take the numbered cards from their corresponding numbered pockets, which are secured to a “Magic Numbers” poster board, and sit back at their seats to work on their artwork.

Magic Number System

To begin the interactive whiteboard activity, the student holding No. 1 approaches the board, puts his/her card in the No. 1 pocket and proceeds to the interactive whiteboard activity. The student holding No. 2 sees the visual cue that s/he is next. To keep things moving smoothly, I have two students stand-up at the board — one student is working with the interactive whiteboard while the other student is “on deck”. This helps facilitate quick transitions onto the interactive whiteboard and minimize wasted time.

To make your own Magic Number system here are the supplies you need:

1. Cardboard or matte board (to which you attach the pockets)
2. Library book pockets (pockets can also be found at local teacher supply stores)
3. Clear packaging tape to secure pockets to board.
4. Two sets of laminated magic numbers (one to be attached to the library pocket and the other set attached to a card that can slide in and out of the pocket)

Can’t see video above? Click here.