Week 3: Read and Reflect (2-7-15)

Part one:

Inspiring…
When you think about a classroom problem, do you try to see it from different “angles” (p.4)?

Yes, I feel that I do try to solve problems by looking at them from different angles. I am very reflective in how I sink into contemplation when issues are occurring in the classroom. I cringe at the thought of teachers attempting to use textbooks as the one and only source for handling classroom management, curriculum construction, learning outcomes, etc. I remember when the Harry Wong books were my “go to” for just about everything and how disappointed I was when many of his suggested techniques backfired on me.  If an educator stays in technician mode how will they ever resolve educational problems? There is no “one size fits all” when handling the everyday occurrences that present themselves in the classroom. There is also very little time to think about the way we will react in an “on the spot” situation. That being said, there is time to think about how you reacted later on and assess whether or not the issue was handled properly or efficiently.

Pushed my buttons (In regards to the discouraging reflectivity part)…

In what ways might the structure of classrooms and schools contribute to and/or discourage teacher reflectivity (p.13)?

I think most schools are structured in a way that supports teacher reflectivity. Most will provide mentoring during the first years of teaching which allows the educator to get feedback from professionals based on their reflective inquiries. Administrators periodically evaluate teachers and encourage self evaluation afterwards that urges teachers to be more in tune with their teaching practices. Also, professional development and training is oftentimes provided or encouraged by school leaders. Workshops, seminars, and conferences can aid teachers as they become more consciously and systematically reflective in the educational field.
On the other hand, I think teacher reflectivity is sometimes discouraged because it involves transformation. Not all schools are open to change. Some schools are traditionally set in their ways. And other times factors such as low funding or politics halt reflective action.  Reflective teachers may find themselves in a situation where they want or need their voice to be heard and yet no one is willing to collaborate.

Challenging…

If a student comes to you angry with another student or crying and upset, what is your first reaction? What other reactions might you have? Do you ever react differently to students (or to their parents) depending on their gender, race, or social class background (p.16)?

My first reaction is to get this student in a more private setting so that other students do not flock to the scene and create chaos. By removing the student from a more public setting you are better able to talk one on one with that student and better assess the situation. You are also more likely to get honest or more truthful answers that aren’t created as a means to “fit in” with or appease peers. Next, I would see if the situation was dependent on a guidance counselor as I may send them directly to the guidance office. In a situation where a fight has occurred, the result may be to have a student seek disciplinary assistance.  Administrators may want the student to file an incident report.  If the situation is beyond a school leader’s control then I would make contact with the SRO (school resource officer).

In the past, I have reacted differently to students depending upon gender and social class. Because I am female, I can oftentimes help a female student in a more relatable way. The issues arising can involve menstrual cycles, sexual harassment, bulling, etc. In my experience, girls have sought me out for more assistance than male students. I do find myself having more “personal” talks with females rather than guys as they are often more open in discussing the problems that they are having.
I have a tendency to handle situations with the underprivileged in a specialized way. There is a direct correlation between social economic status and academic success. Therefore, I try to make sure there is as much equity in the classroom as possible.  However, sometimes that means I may provide a sketchpad or other art materials to someone who can’t afford it. Other times, it could mean that I am providing extra time/tutoring to a student who maybe didn’t have a “good night” at home the night before.

Part Two

Openmindedness:

I loved the way the critical believer was described as being “willing to enter sympathetically into opposing points of view because they realize that all belief systems have weaknesses and can be strengthened by the confrontations with different beliefs.” Let’s face it; we are all prone to having our own distinct ideas in relation to the classroom. Maybe we have goals/objectives that we find most important for our students to learn. Perhaps, we have our own vision of what a teacher-student relationship looks like. Or…it could be that we have become firmly attached to certain pedagogical strategies. Sometimes I think we expect our students to be open-minded and accepting of new practices, and yet we never question our own role in this concept! What I enjoy so much about being in teacher education programs is the fact that we get to share and investigate new ideas. My goal is to become more of a “critical believer” as I think that transformation in the classroom is vital to growth. We have to change with the times and create relevant and meaningful learning experiences for the students of today!

Responsibility:

Our teaching can make or break a student’s journey into learning. How fragile and delicate the mind and soul can be! We are responsible for how a student’s self-concept, intellectual development, and social/life experiences are shaped. And yet our viewpoints on how to develop our curriculum are in direct relation to what WE find important to learn. As a reflective teacher, it is important to step back and acknowledge that we sometimes have isolated perspectives. We must, as educators, continue to examine the consequences and outcomes of our teaching.

Wholeheartedness:

The statement that resonated with me the most in this section explained how teachers who are wholehearted “regularly examine their own assumptions and beliefs and the results of their actions and approach all situations with the attitude that they can learn something new.” When I read this I kept thinking about teachers with a resistance to change that never think twice about trying something fresh or foreign to them. And to tie this back to the Washington Post article, I would say it reminded me of the section that reads:
“11) Enough humility to remember it’s not about you. It’s about the kids. If your ego rules your classroom, if the class turns into “me vs. them” or if you can’t understand that a sixteen year old might be able to tell you something you don’t know, then don’t teach. Or at least, don’t teach high school.”

Also, I think that if you are wholehearted in Art, then you are inquisitive and excited about your content area. You are enthusiastic enough to break out of your regular routine! This involves constructing a curriculum that allows for flexibility. There are great outcomes in designing lessons that help to create engagement between you and your students. In the end, they learn from you, and you gain knowledge from them.

Part Three

I’m in my sixth year of teaching, and just took on a new job position close to home. I am now teaching in the same high school that I attended and graduated from in 1998. Times have changed! When I was the Visual Arts I student in this room, the curriculum was written so that it focused more on the foundations and history of art. The textbook was the staple that tied all of the learning together. There were probably five art making projects during the 18 weeks of study. The mentality was that you speak when spoken to; otherwise… you don’t speak at all.

After I graduated, another teacher came to the school and seemed to broaden the curriculum a bit to include more student-centered projects and art making experiences.  However, the textbook was still used for most of the instructional time (esp. for the first year art students). Years have passed, and here I am again! I am now the teacher and I would say that I have taken drastic measures in re-shaping the curriculum.  I like to mix pedagogical methods, and play with both traditional and contemporary strategies. I have constructed separate curriculum maps for Art I, II, III, and have also added two more. My two brand new designs are used in my College Board Studio AP Art (advanced art) classes. And my very latest one is titled: “Artcology (a combination of Art and Ecology that is used to further learning in Eco-Art Education).

Part Four

During week two, I completed the Marzano’s self-score and have decided to highlight two areas that I would like to work through throughout the semester. My focus will be on the creation of game-like strategies and the inclusion of more physical activity.

As I discussed in week two, I’ve been hoping to include more game-like strategies in my classroom, but wasn’t sure how I could make it work for my classroom. I do invite my students to engage in some activities such as “art style category” games, but feel I could definitely tie in more ideas.  I have struggled to do this because it seems there is often a power struggle. At times I feel some students try to answer all of the questions while many of the others hide from the spotlight.
That being said, studies show that you can strengthen and promote learning skills through the use of game-like activities. I feel that if executed properly, these activities could be tied to real-world themes or topics and help keep students more engaged and make learning more relevant.  

My students are active whenever we work with paint, printmaking, gesture drawings and other activities where movement is necessary. However, I feel as though my students refrain from a lot of physical activity. It is sometimes difficult to motivate them to be more mobile when I need them to be.

I do feel many of my students are less active due to technological advancements, and poor diet. Movement/exercise is important in improving both body and mind. Research does show that physical activity can help students with cognition, attention span, and can also help improve classroom behavior as well. I also think it can invigorate creative response. For these many reasons, I will be looking for new ways to include more bodily-kinesthetic approaches during my lessons.