Teaching Philsophy
In my approach to teaching art, I see myself much like a sculptor facing a block of clay. Each student, with their unique blend of experiences, interests, and aspirations, represents a form of clay with infinite potential. My role is not to mold them into a predetermined shape but to listen to, guide, and support their transformation into something that reflects their individual properties and potential. This metaphor encapsulates my teaching philosophy, which is built upon three core principles: care, empowerment, and divergence.
At the core of my teaching philosophy lies a profound commitment to care — care for each of my students, their wellbeing, struggles, and successes. I strive to always recognize the diverse backgrounds and experiences students bring to the classroom, driving me to prioritize creating a space where they can express themselves freely and confront challenges with confidence. This means celebrating not only their artistic achievements but also providing steadfast support during setbacks. It's about encouraging resilience, promoting self-reflection, and guiding them towards personal growth and self-discovery. In my classroom, care is manifested through attentive listening, empathetic understanding, and a tailored approach to each student's unique journey. Practically, this care translates into how I design my curriculum and projects. I aim to create assignments that are open to multiple interpretations, allowing students the freedom to infuse their work with personal meaning and cultural significance.
Moreover, I am committed to helping students build the skills necessary to independently investigate their own ideas, empowering them to take ownership of their education. This journey begins with teaching them how to engage in research, find inspiration, and experiment with various materials, processes, and techniques. In this framework guided practice is essential as it helps students learn to frame their artistic inquiries effectively, choose the most suitable materials and methods for their projects, and articulate the concepts that underpin their creations with clarity and confidence. Empowerment in my classroom is about more than just developing technical skills; it's about fostering a mindset of exploration, confidence, and resilience. It's about helping students to see themselves as active contributors to the ongoing dialogue of art and society. By supporting their growth in this way, I aim to empower a new generation of artists who are ready to explore, challenge, and innovate, making their mark on the world through their unique voices and visions.
Divergence is the natural culmination of the principles in my teaching philosophy. Encouraging students to diverge means fostering an environment where exploration and experimentation are not just allowed but celebrated. In this space, students are inspired to follow their curiosity, leading them down paths less traveled in the pursuit of their artistic expression. I champion the idea that there are countless ways to interpret a theme, solve a problem, or express an idea. This is supported through my incorporation of a diverse range of contemporary artists such as Melanie Yazzie, Roberto Lugo, Wendy Red Star, Nathan Sawaya, and Njideka Akunyili Crosby. Ultimately, fostering divergent thinking prepares students for a world that values innovation and adaptability. In this environment, students learn that their voice is an essential contribution to the broader dialogue of art and society and that through their creative endeavors, they have the power to inspire change, provoke thought, and enrich the cultural landscape.
Student Work Gallery
Classroom Management Strategy
As an educator, my approach to classroom management revolves around creating a positive and inclusive learning environment that empowers students to take ownership of their behavior. Embracing a proactive stance, I prioritize clear expectations, consistent communication, and mutual respect. Establishing robust relationships with students is key because it provides me with invaluable insights into how best to support individual students’ educational journeys while fostering trust and respect amongst us.
Routines serve as the backbone of my classroom management plan, providing students with a sense of structure and predictability. From the onset of the school year, I strive to maintain consistency within my routines and establish clearly defined procedures to help students know what to expect for each class and foster a sense of security. This predictability minimizes disruptions, enabling students to concentrate on their learning by fostering an environment conducive to academic growth.
Aligned with responsive classroom practices, I actively incorporate reinforcing language in my practice, consistently emphasizing and celebrating positive behaviors. I advocate for utilizing language that focuses on desired behaviors rather than addressing undesired ones. In line with current recommendations for best practice, I focus on collective encouragement but in appropriate individual situations utilize redirecting language in, if at all possible, private discussions to correct unwanted behavior while preserving a student's dignity (Responsive classroom, 2016).
Furthermore, I stress the importance of establishing clear, realistic, and positively framed expectations in the classroom. "The First Days of School" emphasizes the importance of establishing clear procedures and routines early in the school year to create a well-managed classroom environment, maximizing learning time and minimizing confusion for smooth classroom operations (Wong & Wong, 2009). Additionally, research by Marzano and Marzano (2003) supports the effectiveness of involving students in rule-setting, indicating that student participation fosters greater adherence and accountability. I ask for students’ active participation in collaboratively setting rules and suggesting logical consequences for their actions. This process instills a sense of ownership and shared responsibility for maintaining a positive and orderly learning environment. Examples of logical consequences in my classroom include temporary loss of privileges, responsibility for repairing any damage caused, and the temporary placement in a calm down corner.
In instances where persistent behavioral patterns disrupt the learning environment, I take a systematic approach. Documenting the behavior is my initial step, followed by a private conference with the student to discuss the situation and determine the best path forward. I have found collaborating with the student’s other teacher(s) to determine if any patterns in conduct exist beyond my classroom can be extremely beneficial in helping to offer a holistic understanding of the student's behavior and potential viable solutions. If the undesired behavior continues after these steps have been taken, open communication with parents is established to ensuring a shared commitment to the student's success. If needed, administrative involvement is sought for situations that still persist after these steps have been taken or if a student’s behavior poses a threat to the safety of the student or other individuals.
References:
Responsive Classroom. (2016). Responsive classroom for music, art, PE, and other special areas. Center for Responsive Schools, Inc.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications.
