Blog Number Nine!

Each Member of a Classroom Creates the Collective Collage: A Classroom Environment

When I consider class room environments I feel that they will make or break the experience for the children involved as well as the teacher. The most important factors that I consider are:
-Ensure that students know what is going on at all times. I believe that honesty is so important because it will gain the teacher respect plus it shows that the teacher has respect for the students by treating them as adults. I also believe that the more information a student has about the material they are learning about, the difficulty and safety issues that may arise, as well as where the project is headed. If as student knows these issues in advance they can make informed decisions about projects, about how they choose to learn and prioritize information and also it will give them a sense of entitlement for the work that they are doing and will help the teacher to pre-determine areas where students may require further instruction, motivation, or information.
-I believe that setting up classroom rule together as a class is important. This is an opertunity for a teacher to vocalize their concerns for their class and why they feel that certain rules will help to ensure that students will have the best learning environment that can support them. This is important because it opens up communication between the teacher and the students, students and their peers, and also will help the students to feel empowered to treat this environment that they are helping to established with more respect as it hasn't been imposed on them. I like to use the example of the cellphone. Though this is for older students I find that if I explain that if cellphones go off in class it will disrupt the lesson. If the lesson is disrupted then it will take longer to get on to working on the projects that they are creating. Often this is enough incentive especially if students do not like lectures and would rather get through the 'boring talking part of class'. If I bring up this issue to the students they often will want to make up a rule about how you shouldn't have your cellphone on unless it is an emergency so then that way they can get onto their lessons. By the use of provocation and the understanding of what aspects of learning that the students value or would rather participate in the teacher can help students find their own solutions to common problems.
-I think that as a teachers need to have flexible discipline. I do not mean that punishment or resolutions can vary depending on the students because fairness is a huge part of respect in the classroom. By this statement I mean to say that there has to be an understanding between the teacher and the students of what is fair depending on how a rule was not adhered to.

In response now to how I would like to create my learning environment from the guidelines on page 154-55 in my child workshop I am considering the following:

-With my cousin Declan I am worried about my teacher-student relationship because I am his older cousin and he knows me by that relationship and not by a teacher student relationship. When the first guideline discussed security and persuasion rather than power I believe that I will work on ensuring he feels confident within the art making process, that he feels there is a level of fairness by compromising with him if he chooses not to partake in parts of the project this way he is involved in his own solutions, and also by finding creative ways to help Declan explore the process instead of forcing him into each part of the project. (Example: If Declan doesn't want to make superheroes maybe I can offer animals or environments. If Declan is bored I can try to make it exciting by making the project into a mission.)

-For setting up parameters for limits on behavior I find that the easiest way to deal with poor behavior is to be pro-active and make the project so interesting and fun and listen to the actions of Declan throughout so that he will not feel the need to act out. In reading other information on discipline I have found that often kids that are trying to gain attention are either not relating to the information meaning that the form of instruction does not suit their needs or that they are unable to connect because they are either to advanced for the project or are perhaps not developmentally at the same level as the project (I saw this with my smaller cousin Rylan when we worked on this project because he checked-out so often because this projects dealt with concepts which he hadn't experienced yet.) If students try to push the authority of the teacher it is because they feel that there is a weakness in the teachers teaching style or else it is due to a lack of respect for the teacher. If i get warning signs of these characteristics I will be able to assess them right away if I have : Different options to explore with my project meaning either more advanced options, clearer or different ways of instructing, or easier or possibly more engaging ways of doing the project as prescribed by Dewey. A proactive attitude and an engaging project can often resolve behavioral problems before they arise.

-With the project that I made for Declan I am hoping to have several days to participate in the three steps of the project because I find that even if a student has enough time to understand a project if it takes too long to make all of the parts of the project the students will often check out and with out motivation they will often not get as much out of the project. I do need to make a large part of the project though with my cousin before he heads home so that his family who does not participate in art will have a sound and solidified project idea to work with.

-I will give feed back and helpful solutions throughout the entire process. I have planned some break times as well so we can talk about the project when he has his doughnut time or when we are playing in my backyard. I hope to ask him questions like: What way works best for breaking the balloons, do you see any shapes in the splashes of paint, what kind of shapes will help you to make your superhero, what is the best way to cut out and make the shapes that you need and also where on the page looks like the best place to put the superheroes?

-I think that in terms of connectedness I was to ask questions about what kinds of creatures Declan is making and when I make one too I want him to explain what he thinks I could do or to talk about our characters together. I will be there for his questions, if I do not receive any but can sense a a level of concern I will offer solutions. (When we actually worked on this project I tries to ask Declan to help his little brother and when I was working with Rylan to make our superheroes i asked him what he thought about our characters and his and he decided he couldn't be a snake because then he couldn't play with the bird and pterodactyl superheros that we created.

-I showed respect to the learning styles of my cousin Declan because he is an extremely active child. He excels in sports so I started off the activity with an athletic activity of bursting paint filled water balloons with a hockey stick. I also understand that Declan loves Transformers, Superman, Spiderman, and playing games where he is a superhero. I tried to incorporate this by using his face and different shaped paper and craft materials so that he can make himself into a superhero. This way the project is related to his interests.

-For developing a sense of belonging I will work with my cousin Declan and ask for his input as I create my superhero project. I will also ensure to take the time to follow his lead and listen to ideas that he wants to try. (In the project he made his superhero into a pterodactyl which used his love for dinosaurs as well. I made mine into a bird so that it could live with his in the air and so did Rylan)

-In the process of creating I am hoping to work on the strengths that Declan exhibits by using them throughout the rest of the project. I mean to say that if he can cut well or if he uses space well I will celebrate these skills by getting him to try cutting out more material or by helping me to figure out where to place things on my character. I understand too that when a student achieves a goal it is even better to further explore it by offering a challenge so I hope to be able to challenge Declan a well.

-I can not wait to celebrate Declan's success and to find out what is fun for him and how I can entertain him throughout the process. I will listen to his body language and the questions that he asks and I will remain respectful of our relationship as cousins to retain the verisimilitude and respect of our understanding of one another so that he will feel safe and willing to play.