We have new research homework. We have to go to a place where our students would frequent and observe all the kinds of literacies available to them: signs, pamphlets, visuals... and then codify them as a research community.
This Thursday and Friday my student teacher was sick and I took back all my classes with relief. I finally could reign them in, shape them, redirect them and set them back on track. I accept only work that is extraordinary, sophisticated, complex, and outstanding. Students generally beg to take their work home that day, and sometimes it means they go through a process of re-working their compositions until resolution takes place. I love the look on their faces as they glow and feel proud of their accomplishments, and sometimes it's hard to be a stand for their potential and show them what they are going to get out of taking the risk.
Period 3 is the best class ever, they were fine, they just needed to have another set of tools in evaluating their work to be able to take it to another level. I have come to realize period 6 is really a difficult class in that they are very social, mostly kinesthetic in learning, and need greater structure than all the other classes. Two 8th graders have just joined the class (having been bounced out of other classes - yes a sign, and I've been given a heads up from the assistant principal and two other teachers). I am thinking that the intervention strategy for this class is to teach behavior self-monitoring skills and keep giving positive earned feedback.
We are at transitions, a group of students have completed their assignment and are ready to move on (3 - 4 per class) and the remaining students have another week's work, with 3-4 students who need even more time. To manage this transition, I stop the class and teach everyone blind, 1/2 blind and contour line drawing of their hand. The finished students roll into this assignment. My research paper is going to be about the transition and finding out what is the best drawing project that inspires and motivates students - something on those lines.
Saturday, February 17, 2007
Saturday, February 10, 2007
Research Question
Through the masters class we now have to conjure up a research question. Ideally for me that would pertain to what is present in my classroom relating to studio work or curriculum around studio since my masters is in curriculum and design.
I am imagining my journal entries will entail the what of curriculum. Advanced, gifted students are finishing off their Matisse projects and will be done by Monday. Tuesday we need to fold them out into a looking and drawing assignment, training their hands to draw what their eye sees, and also make it meaningful, somehow self-referential. Perhaps the culminating project will be in a different media - white on black paper, a reverse image. Is there a way I could have this as a beginning of many layers of exploration that become something greater - develops into an amazing collage type artwork?
I need a two week lesson to absorb the faster students and allow the majority students ample time to wrap up their first assignments without feeling rushed. The following week the student teacher will teach clay whistles for her first university observation. My curriculum right now is defined by when the observation of a lesson needs to take place. It coincides with that saying: if you don't have an agenda you follow someone else's agenda.
I am imagining my journal entries will entail the what of curriculum. Advanced, gifted students are finishing off their Matisse projects and will be done by Monday. Tuesday we need to fold them out into a looking and drawing assignment, training their hands to draw what their eye sees, and also make it meaningful, somehow self-referential. Perhaps the culminating project will be in a different media - white on black paper, a reverse image. Is there a way I could have this as a beginning of many layers of exploration that become something greater - develops into an amazing collage type artwork?
I need a two week lesson to absorb the faster students and allow the majority students ample time to wrap up their first assignments without feeling rushed. The following week the student teacher will teach clay whistles for her first university observation. My curriculum right now is defined by when the observation of a lesson needs to take place. It coincides with that saying: if you don't have an agenda you follow someone else's agenda.
Wednesday, February 7, 2007
Conference
Returning student "C" is working at below potential, she behaves silly to fit in with her friends, it seems she wants so badly to belong to the crowd. Today, I finally pulled her aside when she showed me her second hasty and simple solution with her thumbnail. Student "K" said you sound angry, and I told her it was a voice of concern since that group was having a difficult time settling down and the next step would be to separate all of them. They heard this, their heads went down and they began to work again.
I showed student "C" the quality of work (other exemplars) that I knew she is capable of, and requested she make the choice of maximizing herself, celebrate herself, and be proud of her creativity and talent, true friends love her, and are happy for her accomplishments (yes the pulpit stuff). I shared with her how dissapointed I was because I already know how capable and strong she is as an artist. Her face changed to that of hearing beyond listening, and she gave me a nod of acceptance. This is just before I had to call for clean up so I look forward to tomorrow to see if this transaction has an impact both on her and the table.
The easy thing is to move and separate the friends. At this age, kids need to know how to make choices, to follow the crowd, to be strong within themselves - taking the high road, and see how they have an impact on shaping others, having the power to choose to be shaped by others. I truly want this to be a lesson in choice. Students in the art room are here to expand themselves beyond creative visual problem solving.
I showed student "C" the quality of work (other exemplars) that I knew she is capable of, and requested she make the choice of maximizing herself, celebrate herself, and be proud of her creativity and talent, true friends love her, and are happy for her accomplishments (yes the pulpit stuff). I shared with her how dissapointed I was because I already know how capable and strong she is as an artist. Her face changed to that of hearing beyond listening, and she gave me a nod of acceptance. This is just before I had to call for clean up so I look forward to tomorrow to see if this transaction has an impact both on her and the table.
The easy thing is to move and separate the friends. At this age, kids need to know how to make choices, to follow the crowd, to be strong within themselves - taking the high road, and see how they have an impact on shaping others, having the power to choose to be shaped by others. I truly want this to be a lesson in choice. Students in the art room are here to expand themselves beyond creative visual problem solving.
Tuesday, February 6, 2007
Behavior Follow Up
7th hour class: I gave "I" the positive attention, made the request that he sit away from his friends during classroom presentation to circumnavigate negative behavior and achieved 100% compliance. He is proud of his ongoing work and seemed a lot less anxious over all. Who I am towards him as being a stand for his contribution, looking for great achievements impacts who he gets to be in class. Relocating him to a place where he can stop trying to shine for his buddies and be the center of their attention was a great idea. He is far more focused on creating and doing a good job.
Today, I monitored how I rotate through tables, what I scan for in terms of following directions, and on task behavior. I notice student "M" has a difficult time staying motivated. In fact, I notice where students tend to be off task I could identify a triad within one table in three different periods varying in gender and grade. Most off task behavior was during the generation of their thumbnails (rough drafts). Students were 100% engaged once they settled and took ownership of cutting and pasting, excited to see their outcome taking shape. My objective is to identify the origination of off task behavior and see what it says about the student in terms of unaddressed learning needs.
Today, I monitored how I rotate through tables, what I scan for in terms of following directions, and on task behavior. I notice student "M" has a difficult time staying motivated. In fact, I notice where students tend to be off task I could identify a triad within one table in three different periods varying in gender and grade. Most off task behavior was during the generation of their thumbnails (rough drafts). Students were 100% engaged once they settled and took ownership of cutting and pasting, excited to see their outcome taking shape. My objective is to identify the origination of off task behavior and see what it says about the student in terms of unaddressed learning needs.
Student Teacher
Yesterday, I spent the time practicing command phrases, pacing, and projection with the student teacher. It helped her find her voice and presence in the classroom, and this helped me slow down and become more mindful of my rate my pace, projection, location, and body movement.
My 7th hour class is a lot more settled with "I" relocated to another table to sit with "A" who is the quieter, gentler soul, and definitely someone who wants to do well in class. While I was giving a presentation, I noticed "I" was busy trying to have an interaction with one of his friends at his old table - I sense he needs attention every lesson. Perhaps I will try to give him positive attention as soon as he walks in, and also again when he takes out his work, and then when he starts working.
Students are working on their name plates, focusing, and coming up with great ideas.
Once again, I interupted class because students were using habitual images - musical note in their work and the student teacher let that pass (we had a talk at lunch about reinforcing this and having students rework their compositions, making them more complex). Research says to focus on desired behavior, and students need to have the reminder at the beginning of the school year of what to omit therefore what is acceptable. Where is the balance? How much interuption is too much, is it necessary, when do students actually pay attention to important information? Everything seems important, what filters do they use to define important versus critical?
My 7th hour class is a lot more settled with "I" relocated to another table to sit with "A" who is the quieter, gentler soul, and definitely someone who wants to do well in class. While I was giving a presentation, I noticed "I" was busy trying to have an interaction with one of his friends at his old table - I sense he needs attention every lesson. Perhaps I will try to give him positive attention as soon as he walks in, and also again when he takes out his work, and then when he starts working.
Students are working on their name plates, focusing, and coming up with great ideas.
Once again, I interupted class because students were using habitual images - musical note in their work and the student teacher let that pass (we had a talk at lunch about reinforcing this and having students rework their compositions, making them more complex). Research says to focus on desired behavior, and students need to have the reminder at the beginning of the school year of what to omit therefore what is acceptable. Where is the balance? How much interuption is too much, is it necessary, when do students actually pay attention to important information? Everything seems important, what filters do they use to define important versus critical?
Friday, February 2, 2007
Looking for Answers
My 7th hour class, end of the day, 8th grade with 5 gentleman who are connected at the hips. Playful, smart, sassy, 3 of which are natural leaders, wanting to be together. They gave a first year teacher a hard time and essentially took over the classroom for the semester they had that elective.
Yesterday, one of their friends switched over into art, and I have "A" sitting at a different table - the lone male among 4 Goth females. This is week one of the semester. There has been, in the past, where I allow a group to sit together and they are more creative, happier, and productive, and will do anything to continue sitting together on the same table. In the past this has been a wonderful management tool. I am unsure if this is going to be appropriate for this particular group. I talked to them yesterday (having spoken to other teachers about the different bonds/affinities between the boys) and asked them to rise up and meet the challenge of being supportive of each others' productive success to earn the privilege of staying together at the table.
I think my rationale is always be firm, consistent, and send a clear message that I can anticipate and correct misbehavior early on. I now wonder if I am making them wrong before they even perform, if I am looking out for what's wrong, I will find it. Perhaps what I need to start looking for is what's right and share with them what they are doing that's terrific instead of being so uptight about how they are being disruptive. I moved "L" to the otherside of the table. I think it's a visual reminder that I do mean business, and intend for them to be working along with collaborating.
Today, the group wanted me to move "A" over and join them because he was by himself, and I asked them if one of them wanted to go and sit with him and keep him company. "I" offered (the major kingpin of the table) and I immediately said "yes." What a huge relief. I question myself - am I being too cautious? Ought I give them a fair shake and see them as being successful? It seems as though I am already pre-judging them before they have a chance to act out. Most of these students came to me in 7th grade, and they were a bucket of beans. Sometimes beans sprout and become princes. I want to set up the classroom for the student teacher so she will be 100% successful, so the classroom runs smoothly, and learning takes place at every level.
Yesterday in my Master's class we talked about critical teaching. Perhaps this would be a good group for a socially inspired lesson focusing on social injustice and inequities. Give them a chance for leadership to cause a difference, have an impact, empower them with a reality extending beyond classroom walls mmmmmmm...
Yesterday, one of their friends switched over into art, and I have "A" sitting at a different table - the lone male among 4 Goth females. This is week one of the semester. There has been, in the past, where I allow a group to sit together and they are more creative, happier, and productive, and will do anything to continue sitting together on the same table. In the past this has been a wonderful management tool. I am unsure if this is going to be appropriate for this particular group. I talked to them yesterday (having spoken to other teachers about the different bonds/affinities between the boys) and asked them to rise up and meet the challenge of being supportive of each others' productive success to earn the privilege of staying together at the table.
I think my rationale is always be firm, consistent, and send a clear message that I can anticipate and correct misbehavior early on. I now wonder if I am making them wrong before they even perform, if I am looking out for what's wrong, I will find it. Perhaps what I need to start looking for is what's right and share with them what they are doing that's terrific instead of being so uptight about how they are being disruptive. I moved "L" to the otherside of the table. I think it's a visual reminder that I do mean business, and intend for them to be working along with collaborating.
Today, the group wanted me to move "A" over and join them because he was by himself, and I asked them if one of them wanted to go and sit with him and keep him company. "I" offered (the major kingpin of the table) and I immediately said "yes." What a huge relief. I question myself - am I being too cautious? Ought I give them a fair shake and see them as being successful? It seems as though I am already pre-judging them before they have a chance to act out. Most of these students came to me in 7th grade, and they were a bucket of beans. Sometimes beans sprout and become princes. I want to set up the classroom for the student teacher so she will be 100% successful, so the classroom runs smoothly, and learning takes place at every level.
Yesterday in my Master's class we talked about critical teaching. Perhaps this would be a good group for a socially inspired lesson focusing on social injustice and inequities. Give them a chance for leadership to cause a difference, have an impact, empower them with a reality extending beyond classroom walls mmmmmmm...
Thursday, February 1, 2007
Slowing Down, Articulating
Interesting that two students requested I slow down when I talk, two days ago I presented in front of a peer group who also pointed out that I talk too fast. So today, I made it an extra special point to enunciate, articulate, be expressive, and talk slowly. I let each breathe out and carried less words. I have come to realize tonight that one of the reasons I talk quickly is because students have a really short attention span, and I have tons of information. I try to cram it all in in their 8 minute focus clip before creating a physiological change (brain based learning). I was pleased as heck when students stayed focused and paid attention. I noticed that I was comfortable with occasional silence to let important words sink in. I notice I ask more questions to keep students engaged and check for understanding, extending wait time to the 3 minutes is okay, that someone will speak up who would not ordinarily say something.
Today I taught procedures and demonstrated how to draw with scissors. I will continue monitoring my rate of speech in various circumstances. When am I most likely to speak quickly, what is the motive and is there a personal, hidden issue I need to address? Is it gender and or age based? Is it during instruction (group/small group/individual) or discipline? Does my feelings impact my rate of speech?
Today I taught procedures and demonstrated how to draw with scissors. I will continue monitoring my rate of speech in various circumstances. When am I most likely to speak quickly, what is the motive and is there a personal, hidden issue I need to address? Is it gender and or age based? Is it during instruction (group/small group/individual) or discipline? Does my feelings impact my rate of speech?
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