Classroom Management

My classroom management is based on integrating culturally responsive and trauma-informed approaches to create a safe and inclusive learning environment. Culturally responsive practices involve recognizing and valuing the diverse backgrounds, experiences, and perspectives of each student, fostering a sense of belonging and mutual respect. This includes incorporating diverse art forms, artists, and themes into the curriculum. Additionally, a trauma-informed approach acknowledges the potential impact of trauma on students' behavior and learning, emphasizing empathy, understanding, and supportive strategies. By implementing these methods, I will cultivate an atmosphere where students feel motivated to explore their creativity while also promoting mutual respect and understanding. 

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Community standards and expectations will be collaboratively created by myself and the class to align with school-wide behavior expectations and posted publicly in our classroom. By involving students in the process of establishing these guidelines, they feel a sense of ownership and responsibility within the learning environment. Fitting this system into their classroom and school-wide models helps clarify what is expected of students in the art space and simplify its implementation. These expectations are reinforced through a PBIS model, where students are rewarded for following them and work towards prizes or other goals. 

 

In the event of behavior that does not align with our class expectations, I respond based on a tiered system. Students first receive a warning, and the second time lose progress towards a reward, which they always have the opportunity to earn back. If the behavior is ongoing, time is made outside of class to confer with the student where we discuss respectful behaviors, their personal goals, and decide on a fair resolution or consequence. This collaborative approach fosters a sense of unity, accountability, and mutual respect between myself and students, promoting a supportive atmosphere where everyone feels valued and heard. Together we will aim to cultivate a classroom culture that prioritizes inclusivity, empathy, and academic excellence.

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My classroom is a studio where students are artists and I am an artist teacher, working together to develop their ideas and artistic abilities. Embracing the concept of artist-to-artist teaching, I foster an environment of mutual respect where students learn not only from me but also from each other. By encouraging collaboration and discourse, students become active participants in their own learning process, gaining valuable insights and inspiration from their classmates. This approach not only enhances their artistic skills but also promotes a sense of community, cooperation, safety, and respect for all within our classroom.