06 4 / 2014
suzzie-art-education asked: Hi! Fellow art educator here, or at least a prospective one. Any tips for student teaching (coming up this fall) and then job hunting shortly there after?
Hi! Sorry for the late reply, this week was full of sick leaves (first year teacher-ness- get some vitamins!) and getting in report card grades/comments (start on those early!)!
I think the thing I miss most about student teaching is having someone in the room to constantly give you feedback on what you are doing, so definitely take advantage of that and don’t be afraid to make mistakes or take risks; you’re expected to. Sometimes I let me stubbornness and pride get the best of me. Where I’m working now, I don’t get much feedback, so I miss having that resource. Ask questions when you have them and ask for constructive criticism in areas that you need help in and be willing to take or at least try it.
On the other hand, I really disliked trying to fit into someone else’s teaching style and opinions. Obviously this will depend on the cooperating teacher you have, but a lot of the time I felt like I had to not be me or do things a certain way to get the approval of my cooperating because yes, it’s for the learning experience, but sadly also for a grade. I don’t mean put up with it if you wholeheartedly disagree with the way they do things (maybe find another cooperating then), but discover what your own teaching style is through your student teaching experience and who you do or don’t want to be as a teacher. Write down everything. Most schools ask that you chronicle your experience, and that helped me a lot. I took tons of pictures to put in it and even just wrote down funny things that kids said.
Don’t underestimate the students, but don’t overestimate them either; find out where they are and meet them there. I think it is important to remember that for them, the process is often more significant than the end result. As a student teacher when you aren’t quite teaching yet, you get a lot of time to actually talk to them and understand them, so use it to your advantage! Find out who they are and what they like, and later you’ll be able to make lessons more interesting and engaging for them because of the relationships you started building early on.
I was a December graduate and I job hunted for nine months before actually getting employed! I don’t really know that I have great magical advice for job hunting. Use the career services at your school (even after you graduate, you should have access to them) to look over resumes, cover letters, and even conduct mock interviews. Network and keep in touch with people even when your “business” is done with them. This can mean keeping in contact with professors/classmates after graduation or with coworkers when you don’t work somewhere anymore. I think keeping friendly contact with people you’ve met is valuable in job hunting, especially in your concentration. They might pass along jobs that they hear about, recommend you for a position, write letters of recommendations, etc. They’ll also be there for you and understand your struggles better than those who may not comprehend the trials of finding an art ed job, and then the quirky little pains of being an art teacher when you do get a job! I wasn’t that close to people in my major, but now that we are out of school, we are able to share lesson plans, pool resources, and use each other as resources. It’s been nice to have that network and share in each other’s successes and commiserate. I kept in touch with professors from school, so now that I’m thinking about going back for grad school, I definitely have it easier than other applicants might.
I hope this is all helpful and feel free to ask anything else! I didn’t anticipate this answer being quite so long; I hope that it isn’t just rambling verbage and that there’s some helpful things in there. Good luck!! :]
05 1 / 2014
I’ve written a lot about how to manage behavior, materials, and students in the Art classroom. But, what happens when your interventions and management fail? Read any text book about classroom management, and you are led to believe that if you only follow these simple (ha!) processes and/or “raise your expectations” the students will behave and your classroom will be a well-managed environment. And, in some environments, “raising your expectations” does work.I don’t want to rain on anyone’s parade, but I’ve worked in a lot of environments wherein my first, second, and third attempts at different methods of classroom management have failed. The textbooks (and some expert teachers) may not want to admit it, but classroom management isn’t as simple as process(es) 1-2-3. The reason relates to the complex cultural nature of modern classrooms. Too often, teachers and students are in a cultural conflict when it comes to values, rules, consequences, and what is considered appropriate and “good” behavior (interested in cultural conflict and critical multiculturalism in the classroom? Read Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms by Milner, 2010).It can be so disheartening when your classroom management fails; it is hard to not take it personally. We all got into teaching because we want to provide students with positive learning environments. Knowing that we may have contributed to the failure of our academic environment is the most soul-sucking feeling. And, this feeling of failure often means teachers are reluctant to ask for help … After all, who wants to tell their principal, “Hey, I’m really not doing so well at this teaching thing.”So, what do you do when you feel “trapped” by that hour a day you spend with the most out-of-control class on the planet? Here are a few suggestions:1. First, shake off (as best you can) those feelings of failure. EVERY teacher has been where you are. And, if they claim they haven’t; they are liars (big ones). As Scarlet O’Hara said, “Tomorrow is another day.” You can’t change what has happened in your classroom, but you can work to be a positive force of change in your classroom. The desire to change and taking action to change are the two most important and meaningful steps you can make when you’re in a failing situation.2. Read the Essential 55 by Ron Clark and implement the rules and consequences appropriate to your classroom. Possible risks: the students balk the rules and you are spending a lot of time calling parents and meting out consequences. But, it works, and you have a running classroom again. I’ve never had the Essential 55 fail me, and I’ve been in some tough environments. It does take a lot of time, so it isn’t my favorite choice (but, dude it works).3. Require the students to stop the task they are assigned, and run your class like a very strict, traditional, core-academic, class. Possible Risks: the students complain and refuse to do the assigned work and you have lots of defiance issues. You spend a lot of time calling parents and meting out consequences. It doesn’t work, and you are back to square one.4. Remind the students of your rules and expectations. Recognize the students whom consistently follow these procedures by allowing them to use nicer tools and/or materials. DONOT GIVE OUT CANDY ETC. Giving out candy often causes students to believe that good behavior should be earned by the teacher, and they will not behave unless you offer them a treat; you do not want to begin that (especially in a failing situation). Possible risks: Students do not care about getting to use special materials and/or make fun of those who do. Students whom do not get to use special materials balk and attempt to engage you by arguing about their worthiness which wastes your time and increases your need to mete out consequences and call parents.5. Identify the main disciplinary persons contributing to your situation. Warn them if they don’t change, they will be assigned a different task (something really unpleasant). If they don’t change (they most likely will not as nothing has been working thus far), move them to a new seat, give them an alternative assignment, and continue to do fun and pleasant activities with the students whom are behaving. You will eventually have full tables of “alternative assignment” students. Let your administration know about this plan; let them know that for students whom refuse to do the work, you will be following the next step in your consequence plan. Most principals will be on-board with you (after all, you are working to solve the situation). Call the “alternative assignment” students’ guardians, and tell them about the situation. Let parents know that until you see a full day of appropriate behavior, the students will continue to do the alternative assignment. Possible risks: The “alternative assignment” students refuse to do the work, and you have defiance issues. Follow the next step in your consequence plan for these students. You spend a lot of time calling parents and meting out consequences.6. Get support from your administration. You can invite an administrator to observe the class and ask for feedback after. You can ask an administrator to drop in and back you up as you tell the class how they need to shape up (be specific), and cite specific consequences for non-compliance (be specific). Possible risks: You may not have a compassionate or present principal. You may get feedback you don’t want to hear (but probably still need to hear). You spend time calling parents and meting out consequences.You may have noticed that in every situation I’ve cited that you will spend time calling parents and meting out consequences. When you are in a failing situation, you need to set and/or re-set boundaries. Students often don’t like new boundaries; after all, they were getting to behave however they wanted under the previous set of circumstances. Setting and re-setting boundaries takes time, effort, and constant vigilance. Make peace with the added time you will need to spend in talking to parents and students about behavior; in the long run it will pay off.I want to share with you a failing situation of my own. I think we too often observe one another on the internet and think, “Wow. I wish I could be like him/her. I bet s/he never fails/messes-up/has-this-problem like me.” Look, I’m 9 years into this Art teaching game, and I’m learning new things every single day. I was once told that it takes five years of active teaching for a person to really know what they are doing inside the classroom. If you had told me that in my third year of teaching I would have said this was untrue (I was hubristic). But, now, half-way through my 9th year, I wonder if maybe (just maybe) I’ll know what I’m doing at year 15. This job is tough. Never doubt it.________________________________My Story of FailureI teach two classes of 7th grade students; I see them during 4th and 5th period. My 4th period class has 46 students, and the class runs smoothly. Sure, it is challenging; there are 46 students and they are (insane) 7th graders, but the class still runs.My 5th period class has 43 students, and it is horrific. The kids yell, they run around, they horseplay, they refuse to work, they talk when I talk, they don’t listen to directions, they defy every consequence … About the only thing they don’t do is listen. I was absent last month for three days to attend a professional conference. My substitute (a retired, veteran, Title I teacher of 30+ years) walked out of the school during the 5th period class and refused to return. My principal had to teach 5th period when I was absent, and even she had problems with them. The week before Thanksgiving one student even stabbed another student (with no provocation) with a pencil until the student bled. When I tell my husband stories about this class he says, “Are you teaching people or feral cats!?”In short, it is insane. After this experience, I feel Navy Seal training probably (and should if it doesn’t) involves being trapped in a hostile environment for long durations of time. It is really stressful. On Tuesday, the class was up to its usual antics, and something in me just snapped. I don’t know that they were doing anything above what they normally do (don’t do), but I had had enough. I pushed the “panic button” in my classroom and asked for an administrator to come to my room. I very rarely use my panic button. So, when I push it, I get results.A few minutes later, Ms. Tyler* arrived at my door. I stood in the doorway and whispered, “I just need you to back me up.” She grinned and nodded. I proceeded to address the class and state what was wrong with the status quo, and how I expected it to change. I outlined the repercussions for non-compliance. Ms. Tyler then spoke up and backed up everything I said. She turned to leave the room and gave me a reassuring wink. Once she was about two-three steps away from the door, my students started complaining and yelling things like, “We ain’t gotta listen to her. She can’t do nothing to us!? “ Etc. etc.Ms. Tyler overheard the students, and rushed back into my classroom. She gave me a steely look and said, “Gather the students who always behave and y’all go to a computer lab. I’m going to run your class.” I selected nine students and we went and finished out the period playing Art games on the computer. When I returned to my classroom, the rest of the students were still present … Along with all three of my school administrators (including my principal). It took all three administrators to subdue the students. The students were silent. My principal looked at me and said, “Ms. Z. we are going to teach your 5th period for the rest of this week. They will report to another classroom and we will have them write assignments about how we expect students at our school to behave.” And then, she dismissed the (very forlorn looking) students.My principal made a phone recording and had it call out to the homes of all of the non-compliant students. I’ve also had to call several homes as not all parents have responded favorably to their student being removed (albeit temporarily) from class. I don’t mind as spending time talking to parents as it is a major part of getting your class back on track. My principal has taught the non-compliant students during fifth period yesterday and today. The students are really, really, really bummed about not being able to come to Art. Every time they see me in the hallway, they are full of regret. Word on the street is that they spent an hour yesterday writing “I will respect my Art teacher” 200 times on a sheet of notebook paper.To top it all off, my principal called me at home on Tuesday night and asked me, “You are still coming to school tomorrow, right?!” She then went on to reassure me that I was a good teacher, told me that she was happy to support me, and stated how much she values me as a teacher. Wow. I’ve never had a phone call like that. I felt so supported and empowered. It also motivated me, and made want to work harder to fix the situation (she’s a good leader like that).I’ve been teaching the compliant 5th period students (all nine of them) during 5th period. They are loving life right now. One of them asked, “When does everyone else return to class?” I replied, “Monday.” The student sighed and said, “Man. Only one more day in paradise!”Honestly, though, I expect things will be different come Monday… And, I’m excited to get back on track and maybe have a big ole slice of 5th period paradise. Or, you know, just normal 7th grade madness. I’m not picky.
05 1 / 2014
You need to check out her First Day of School resources, schedule, and suggestions.
Fantastic! Expecially for those who have a full day the first day of school!
02 1 / 2014
modestynotfoundhere asked: Hey there, I, too, am an English teacher. This is my 6th year and I am increasingly becoming frustrated and resentful of my job. How do you avoid burn out? How do you keep your students motivated? So many of mine, the majority really, simply do not complete their work. I feel like all of the time I spend planning is a waste; it's the equivalent of being given the finger.
You need to set limits for yourself so you don’t get burnt out. I only work an hour at home a night Monday through Thursday. I cut back on an extra curricular this year. I also make time for myself by doing something I like, be it sewing, running, or watching Netflix. Me time.
And you have to take responsibility for student motivation. If you have a bad attitude, kids know it and mimic it. Are you listening to their complaints? Have you modified your lessons or are you doing the same thing you did six years ago? If you make students partners in their learning and give them more reign in topic choice, pacing, and instruction, it becomes more interesting for you do. Look into differentiated instruction and project based learning.
22 12 / 2013
"The advice I like to give young artists, or really anybody who’ll listen to me, is not to wait around for inspiration. Inspiration is for amateurs; the rest of us just show up and get to work. If you wait around for the clouds to part and a bolt of lightning to strike you in the brain, you are not going to make an awful lot of work. All the best ideas come out of the process; they come out of the work itself. Things occur to you. If you’re sitting around trying to dream up a great art idea, you can sit there a long time before anything happens. But if you just get to work, something will occur to you and something else will occur to you and something else that you reject will push you in another direction. Inspiration is absolutely unnecessary and somehow deceptive. You feel like you need this great idea before you can get down to work, and I find that’s almost never the case."
16 12 / 2013
OhMyGawd. Praise Baby-Jesus. We are almost ½ way through the 2013-2014 school year. Does it feel like f-o-r-e-v-e-r since August to you too?
Don’t get me wrong, my job is amaze-balls. Really. I can’t image doing anything that I would love more. But, it is also hella exhausting. Well, and honestly, 90% what makes my job so hard is what makes it so awesome: The kids. Man. I love these kids soo much; they make my job. These kids exhaust me and try my patience so much; they make my job so hard!
Here are a few of my mid-year tips for the early-in-career Art teacher:
1. Document everything your students make; even the in-process and/or ugly/struggling works. I can’t tell you how often I look back at the beginning of my career and think, “I wish I’d photographed that!” And, when I started most teachers were still using film-photography. I’m constantly amazed at the quality of images from mobile devices; even if you don’t have a great digital camera, you can use a mobile device. I still use images I took from my first year of teaching. Seriously. DOCUMENT. Here are a few of the ways I use my images:
a. Reminders of great projects I did
b. Visual reminders of what worked/what didn’t in a project
c. In-class exemplars for students
d. Personal portfolio images for website and/or interviews
e. Images for how-to’s on my blog
f. Lesson plan sharing with other teachers
g. Up-close images to show students how-to manipulate materials
h. Step-by-step of student process for how-tos for students (for complex projects)
2. Make/update your professional website over your winter break. Also, you are an adult; purchase your own domain (it looks more professional). Hopefully you had to make a website as part of your initial degree program/certification program (in fact, most of you probably have waaay sleeker sites than me!). If not, you really need to get on that. Art is visual, and you want to be able to showcase what you do. Maybe you’ve learned that Art-teaching is a tenuous career; you could lose your job through no fault of your own (ugh these mismanaged budgets!). Instead of waiting until you realize you need to job-shop (and madly updating your website in a panic), do it as practice. Your website doesn’t have to be fancy (in fact, most people are more impressed by clean design), and you don’t have to be a tech-genius to make one. Here are some great website-building sites that make the process really (really!) easy.
c. Here is my website (I made it on wix): www.amyzschaber.com
3. Yank a few chains. Behavior always gets a little wild the week before a long holiday. Students often seem to think (hope) that school should be one big party the week before a break. Also, this is the time of year that most of us get slack with our behavior management plans. We are exhausted, and we are more inclined to let things (big things) slide. When you don’t follow through on your behavior management plan, you are setting yourself (and your class) back. My fifth period (the one I’ve struggled with since October) had a tough start today. Ten (10!!) detentions and phone-calls-home later, the whole class was seated, polite, and on-task. I’m really hoping that the rest of this week is uneventful.
4. Your whole life can’t be the classroom. I am so guilty of this one. Three years ago, I was helping to organize a weekend event for my school. My best friend was getting married that same weekend. I had permission to leave the event to attend my friend’s wedding…But, I ended up staying at the event, because I felt like I couldn’t leave my responsibilities at school. Luckily, I have a very cool friend whom has never once given me a hard time about this…I can’t even tell you what I did that day at the school event, but I can tell you I missed a pretty amazing day in my friend’s life (and I regret it so much). I missed my Dad’s retirement party, and was planning on missing my brother’s doctoral graduation, and his wedding for the same “school responsibility” reasons. You will burn-out if you allow school to become your entire life. Make time for your friends, make time for your family, and make time for your art. It is okay to miss school to attend the big moments in you and your beloveds’ lives. I promise; it is okay.
5. Consider taking part of the summer break off. Last summer, for the first time since I was 16, I took the entire summer off. I did not work, and I did not go to school. I spent the whole, glorious, six-weeks of summer making art. My professors scoffed at me (“you’ll never return to school!”), and my co-workers were shocked (“all that time to make double-income!”). I can tell you, I don’t have one moment of regret. My soul needed this summer. I returned to school and graduate school refreshed and ready to go; I daresay I’ve worked harder and better than I did last year. I might work a little bit this summer, but no more than one week of Art day-camp and/or just working one day a week. Teaching is so demanding; you often don’t feel as if you have any time to yourself during the school year. It was so nice to just take time to focus on me.
29 11 / 2013
w0otw0ot asked: What is your greatest fear as a teacher?
That I am winning students to myself but not really changing their lives.
I know that my students love me. I am 100% confident of that. And I know I love them tremendously. But there are days - moments - when I feel like the biggest fraud as an educator. Is there any learning taking place? Is that learning transforming their lives? Or do we just have a good relationship for useless reasons? I want their lives to be transformed by the truth I teach and by relationship with me, but I just don’t know if that happens.
The most difficult part of teaching, I think, is that the real fruit doesn’t come right away. You can’t know the real impact you have until years later, and even then you might not know. So it’s sort of a guessing game as to whether or not you’re actually doing anything significant.
So my biggest fear is that my students enjoy me and my class and have nice feelings toward me, but that’s where it ends.
OMG. Snix, ya nailed it.
25 11 / 2013
1. As you are getting your classroom ready, remember that the room is more your students’ than it is yours. Obviously, your classroom should suit your teaching style, but everything should be done to benefit your students. Decorations aren’t the highest priority.
2. Don’t buy a ton your first year. You are still figuring out what you will like to use and what doesn’t work for you. Make a bigger purchase mid-year after you have started to figure things out.
3. Reflect, reflect, reflect. Now, you don’t have your directing teacher to help you modify your lessons. It is up to you to constantly reevaluate your lessons, classroom management, assessments, and everything else. Don’t be afraid to change something mid-year. Keep working on things until they goe smoothly.
4. Talk with everyone. It will take time to learn the teacher’s names and what they teach, but it is important to get to know them. All of the teachers and staff are full of great information, from classroom management tips to information about how the school/district runs. I use a lot of strategies in my classroom that I learned from other teachers at my school. It makes it easy for the kids.
5. Know your school’s emergency plans forwards and backwards. You are in charge and you need to know what to do, because undoubtably the first firedrill will be when you have a class full of scared kindergarten students who are covered in paint.
6. Don’t be afraid to ask for help. Everyone at your school understands your position. They were new once, too. Where do I sign in? How do I log into the copy machine? Where can I laminate papers? What can I do to help this student? When are lesson plans due?
7. Clean/disinfect your room often. Kids are always sick, and they touch everything. Being a sick teacher is not fun. I make time to really clean mine on Friday afternoons.
8. Have fun! If you’re not having fun in your classroom, chances are your kids aren’t either. And that means they probably aren’t learning as much as you would like. Enjoy your job and the time you spend with your kids. It will make a difference.
9. Get to know your kids. All of them. This isn’t just a semester internship. These really are your kids. Show interest in their lives and show that you care about them. They will care about you, too.
10. Find time for yourself. Yes, you will be very busy and sometimes stressed and frustrated during your first year teaching, but you still need to make the time to do the things that you enjoy. Go for a run, take a little vacation on a long weekend, have dinner with your friends.