Creating and Maintaining Effective Learning Environments
Mouth Portrait, Ben Battles, 11th Grade
I create a positive environment for learning by sharing my enthusiasm about art, art history and art criticism with my students. I select artists and art movements that I am particularly knowledgeable and passionate about for the class to learn about in detail, so that my students can see my enthusiasm shine through in lectures and class discussions. I also assign projects which I am genuinely excited about, and techniques that I am confident teaching.
I establish positive rapport with each student by showing them that I genuinely like them and that I care about their success in my class, as well as their success in school and life in general. I do this by learning each student’s name as quickly as possible at the beginning of the school year, and striking up personal conversations with individual students on a regular basis. I try to learn as much as I can about their personal interests and passions, and frequently ask them about these areas of their lives outside the classroom. I show students that I care about their success in my class by taking the time to personally sit down with them and model skills that they are struggling with, talk to them about what aspects of their art they are most proud of, or discuss ideas for independent art projects.
I establish positive rapport with each student by showing them that I genuinely like them and that I care about their success in my class, as well as their success in school and life in general. I do this by learning each student’s name as quickly as possible at the beginning of the school year, and striking up personal conversations with individual students on a regular basis. I try to learn as much as I can about their personal interests and passions, and frequently ask them about these areas of their lives outside the classroom. I show students that I care about their success in my class by taking the time to personally sit down with them and model skills that they are struggling with, talk to them about what aspects of their art they are most proud of, or discuss ideas for independent art projects.
Pear Still Life, Gabe, 11th Grade
I create a safe classroom environment by clearly explaining classroom rules, routines, and expectations, with an emphasis on respect. I show respect to my students by listening to them without interruption, and expect that students will treat me and other classmates with this same respect. This means students are expected to come to class on time, ready to learn, listen without interrupting while others are speaking, following directions, actively participate in class discussions and group activities, and work diligently during independent work time, without distracting other students. I provide a course syllabus / description that includes those expectations, and the consequences for students whose behavior does not meet those expectations. Students are invited to add ideas for classroom rules/routines, and discuss the reasons behind rules and routines. When consequences are necessary, I intervene with the least invasive approach first. For example, if a student is talking while another is speaking in front of the class, often a stern look from me is enough to stop the misbehavior. If the behavior does not stop, I will say the student’s name. If it still does not stop, I will ask the student to step outside the classroom for a few minutes, and return when they are ready to be respectful. I will also speak to the student after class about their behavior, how it can be improved, and potential consequences if the behavior continues.
I am consistent in implementing consequences, because I know that it is important to be firm and fair in holding students accountable for following the class code of conduct. I make sure that I do not favor some students over others, and I try to show students that I like them, even if I do not like the way they are behaving on a given day.
I find that the most effective way of preventing chronic misbehavior is by creating positive relationships, and earning the respect of my students by showing them that I respect them as well. Because my students like and respect me and each other, they rarely purposefully misbehave, and they usually listen when I ask them to change their behavior.
I maximize student learning by implementing routines that help me utilize each moment of class time. For example, my class has a routine in which students know to immediately get out their supplies and begin working independently unless there are other directions written on the board. This teaches students to take responsibility for making the most of every minute of class time.
On days in which we have class discussions, group activities or critiques, these take place during the first part of class. Directions are written on the board telling students to prepare for these activities, rather than getting out their art supplies and beginning work. I have a policy that no one should have artwork out during these activities, since having artwork in front of them is very distracting to students. I remind students of these guidelines if necessary throughout the year.
I find that the most effective way of preventing chronic misbehavior is by creating positive relationships, and earning the respect of my students by showing them that I respect them as well. Because my students like and respect me and each other, they rarely purposefully misbehave, and they usually listen when I ask them to change their behavior.
I maximize student learning by implementing routines that help me utilize each moment of class time. For example, my class has a routine in which students know to immediately get out their supplies and begin working independently unless there are other directions written on the board. This teaches students to take responsibility for making the most of every minute of class time.
On days in which we have class discussions, group activities or critiques, these take place during the first part of class. Directions are written on the board telling students to prepare for these activities, rather than getting out their art supplies and beginning work. I have a policy that no one should have artwork out during these activities, since having artwork in front of them is very distracting to students. I remind students of these guidelines if necessary throughout the year.
I also have a routine in which students use the last five minutes of class to clean up the classroom. Students are responsible for cleaning and putting away all of their personal art supplies, wiping down their work areas, and helping make sure that shared work areas, such as the classroom sinks, are clean. Teacher’s aids help make sure that all work areas are clean and that all students are doing their part. If students leave before the classroom is completely clean, the whole class must spend part of their class time the next day cleaning up, including time-intensive jobs like organizing bookshelves or art supply cupboards. Since students would rather use class time to complete their art projects, this form of over-correction effectively encourages classes to maintain a clean classroom environment.
I maintain rapport with students’ families by sending home a letter to all parents at the beginning of the school year, inviting them to back to school night, and giving out my personal contact information. I keep an open door policy and encourage students to have their parents drop by our classroom any time to see what we are working on. I also try to make one phone call each week to a student’s family in order to communicate about areas that the students in excelling, and/or areas of concern. By maintaining positive relationships with students and their families, I show that I care about students as individuals, and find that this greatly increases their learning experience in my class.
Click on the links below to view:
Classroom Management Plan
Course Syllabus, Painting I&II
Letter to Parents and Guardians
I maintain rapport with students’ families by sending home a letter to all parents at the beginning of the school year, inviting them to back to school night, and giving out my personal contact information. I keep an open door policy and encourage students to have their parents drop by our classroom any time to see what we are working on. I also try to make one phone call each week to a student’s family in order to communicate about areas that the students in excelling, and/or areas of concern. By maintaining positive relationships with students and their families, I show that I care about students as individuals, and find that this greatly increases their learning experience in my class.
Click on the links below to view:
Classroom Management Plan
Course Syllabus, Painting I&II
Letter to Parents and Guardians