Last week I spoke of creating an environment for my classes. I've noticed that there is a difference between creating and environment and maintaining one. This week in one of my classes there was a severe lack of community and respect. I've learned a lot from this past week.
Developing the culture of my classroom is what is most important to me right now in my teaching. For me, it has been relatively simple to write my teaching philosophy based on my own personal experiences and core values. I believe that children should learn and grow in a safe and nurturing environment. They should be guided through experiences that enable the development of their art vocabulary and skills. With these tools children will have what they need to express and discuss their ideas. I further think that students should take an active role in their own educational experience by asking questions, investigating ideas, and arriving at possible outcomes.
The challenge that I am facing, as a new teacher working in an urban environment, is defining the culture and climate of my art classroom. I need to figure out how my teaching philosophy melds with who my students are, what they know, and what they need. On Wednesday I had a rough class. There were many contributers to the disorganized chaotic outcome. In the first half of class I had to shut down the art project because I was concerned for student safety. I didn't have a back up plan ready to go, and I was flustered by the arguments and frustrations of my students. A teacher from across the hall came in and loudly projected her voice at my class telling them to be quiet. It was embarrassing for me to feel out of control. I have now realized, in retrospect, that I had not yet spent time building a community. The children don't know me, and I really don't know them either.
Teaching is a reflective practice: doing, observing, reflecting, refining, and then doing again. Reflective practices allows for growth. This week there was a large lack of community in my class and next week I am going back to spend time with my class re-identifying expectations, and exploring how we want to feel in our art classroom . Kids will create two drawings of themselves, one illustrating what makes them upset, the other showing what makes them feel safe and happy. We will share these as a group and discuss the ways that we individually and collectively can make each other feel good about making artwork.
I know that my teaching philosophy will morph over time and with new experiences, but I will strive to first develop and then maintain that safe and respectful environment.
I have so many great art projects planned that centralize around the themes of dreams, self, school and community. But I know that the art making will only be productive and meaningful if students can feel safe and free to express themselves.
Developing the culture of my classroom is what is most important to me right now in my teaching. For me, it has been relatively simple to write my teaching philosophy based on my own personal experiences and core values. I believe that children should learn and grow in a safe and nurturing environment. They should be guided through experiences that enable the development of their art vocabulary and skills. With these tools children will have what they need to express and discuss their ideas. I further think that students should take an active role in their own educational experience by asking questions, investigating ideas, and arriving at possible outcomes.
The challenge that I am facing, as a new teacher working in an urban environment, is defining the culture and climate of my art classroom. I need to figure out how my teaching philosophy melds with who my students are, what they know, and what they need. On Wednesday I had a rough class. There were many contributers to the disorganized chaotic outcome. In the first half of class I had to shut down the art project because I was concerned for student safety. I didn't have a back up plan ready to go, and I was flustered by the arguments and frustrations of my students. A teacher from across the hall came in and loudly projected her voice at my class telling them to be quiet. It was embarrassing for me to feel out of control. I have now realized, in retrospect, that I had not yet spent time building a community. The children don't know me, and I really don't know them either.
Teaching is a reflective practice: doing, observing, reflecting, refining, and then doing again. Reflective practices allows for growth. This week there was a large lack of community in my class and next week I am going back to spend time with my class re-identifying expectations, and exploring how we want to feel in our art classroom . Kids will create two drawings of themselves, one illustrating what makes them upset, the other showing what makes them feel safe and happy. We will share these as a group and discuss the ways that we individually and collectively can make each other feel good about making artwork.
I know that my teaching philosophy will morph over time and with new experiences, but I will strive to first develop and then maintain that safe and respectful environment.
I have so many great art projects planned that centralize around the themes of dreams, self, school and community. But I know that the art making will only be productive and meaningful if students can feel safe and free to express themselves.
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