Day 31

,

Today was another shortened day as classes were delayed until 10:30am. Because the students still went to all of their classes, they were all reduced in order to make up the two hour difference. This meant that we had two days in a row with shortened class periods that made it difficult to get the students to work. With such little time in the day, they felt like they didn’t need to work. I’m not sure how a teacher might combat this. Today was a workday for the students, so perhaps making it an instruction day may be more beneficial. Work days can be difficult to get students to actually work and when they’re cut short, it’s even more difficult.

Lately, my school has been short on substitute teachers. Because of this, my cooperating teacher has been pulled out of the room to substitute for another teacher several times in the last two weeks. Today she was called out of 2nd and 3rd periods, so I was left in charge of the classes. Because it was just a work day, it was simple, but it was still a challenge to get the students to work. It was especially difficult for 3rd Block as students were unmotivated and rowdy. I tried my best to assist students and manage the class, constantly reminding the class that their new assignment is due tomorrow and that they have no time to waste.

During 4th Block, something happened that astonished me. Yesterday, an incredibly skilled student had painted a photo-realistic bird on a large piece of paper and I was discussing the background with him. He was convinced that he wanted to crop the paper, which would not meet the criteria standards and I thought would hurt the piece. I was talking with him about background options, but he wasn’t liking any of them. Finally I convinced him to try some kind of background and if he really didn’t like it, then we could crop the picture and paint the background white again. I tried to explain that once he cropped it, that’d be it and he couldn’t go back, but with trying a background, he could always paint over it. After class yesterday I saw his painting on the drying rack with a gorgeous array of colors. I was thrilled with the background he had added and thought that it really enhanced the piece.

Student Work

Student Work

Today, my teacher found the student painting over the entire background with white paint at the start of the class. She had also liked the colored background and began freaking out when she saw what he was doing. “What are you doing?! Don’t do that!” she cried. She called for me to come over, and I also pleaded that he stop and think about what he was doing. The student explained that he didn’t like the background and that he just wanted to paint it all white and crop it down. I talked with the student for a bit to figure out what to do. The white wasn’t thick yet, so some of the colors were still coming through. I thought that it looked interesting and added a unique texture, so I offered he continue that around the entire background. I also suggested he only use dark, cool colors when he explained that he hadn’t liked the bright yellow colors in the background. He decided to paint the background white and then figure out what to do after that.

The student continued painting over the background when suddenly my teacher came and grabbed the painting from him. “Nope, you’re done,” she said.

“But-but!”

“Nope. I said you’re done. You’re not ruining this any more than you already have.”

“But Ms. Deatherage,” I began, “the damage is already done.” I tried to stop my cooperating teacher because he hadn’t even finished painting over the background. Now it looked incredibly unfinished. If he at least painted the whole thing white, it would look more unified.

“Nope. You can have it back after we grade it.”

“Well, isn’t it going to get a really low grade for not being finished?!” the student pleaded.

“I don’t know,” explained my cooperating teacher. “Miss Brooks will be grading this. What grade would this get?” she asked me.

I suddenly felt put on the spot. “Well, it’s obviously unfinished. Half of the background hasn’t even been painted…”

“You can get it back after we grade it,” my teacher concluded as she tacked the painting to the wall where students are required to place finished work.

“But it’s still wet!” the student called out.

The student wasn’t very upset, but I still felt odd. I would never take a painting away from a student like that unless they were throwing it in the trash. If a student is working on a painting, then it’s not finished and shouldn’t be turned in. Although the original background was better, there wasn’t anything we could do at the point where half of it was already painted over. The student should have at least been able to paint over the whole thing and then try out a new background or do whatever he was thinking to improve the piece. This situation may have also hurt the student’s ego, security, or even how he feels about his skills and decision-making. I was just very taken aback by the whole ordeal.

Throughout Student Teaching, I have definitely learned that students will hate their artwork more often than they will like it. I have amassed an enormous collection of artwork from students who didn’t want to keep their artwork or even threw away their artwork. I have been salvaging all of the artwork I can. I believe that when students have more control over the assignments and what they are creating that they will come to like their artwork more. I feel that students should have more freedom in this regard. I’m really sick of seeing artwork in the trash or hearing of students wanting to paint over the whole thing. Hopefully this won’t be as big of an issue in my class.

| Student Teaching Reflections |

/0 Comments/by

Day 30

,

Today felt like a rushed day because it was an Early Release Day for the Comal Independent School District. All of the classes were cut short to allow the students to get out two hours early and, as a result, it was difficult for the students to complete work in such a short amount of time.

Today was another intersting day of observation as the classes seemed to be even more out of control today than they did yesterday. 1st Block was fine because it’s AP and there’s only four students, but the 2nd Block class was wild and crazy. Before class even started, several students were at the front of the room, one student messing with the computer, one sitting at the teacher’s desk, and others standing around not getting their work out or working. One student was even wearing my cooperating teacher’s glasses.

Throughout the entire class period, my teacher was not able to get the class managed, and this is the easiest Art I class of the day! She kept egging students to start working, telling them to have a drawing done by the end of the day, and instructing them to stop goofing off and get back to work. It seemed like no matter what she did, she couldn’t convince them to work. Finally, she pleaded, “Fine, I’ll just bribe you to work! Anyone with a drawing done by the end of class will get a lollipop or other candy!” The class was still rowdy and unproductive, but several students earned the reward by the end of class.

The next period started as my teacher was called out of the room to substitute for another class. I jumped into the lead and tried to take more control over the class. I had everyone be completely silent so that I could deliver the information. I told the class that they had the option of working on their clay or on the new drawing assignment, but those were the only choices. I also explained that because the drawing assignment is due this Friday and the clay has no deadline at the moment, they should probably work on their drawings. I questioned the students to make sure they understood and set them to work.

One student was incredibly reluctant to start drawing because he doesn’t believe in his abilties, so I decided to inspire him with word art, a form of art made using words. After showing him some examples and asking him how he could integrate it into the current drawing assignment, he was suddenly excited. “Oh…I can do that! I can write words, so I can make art with words!” he exclaimed and immediately set to work. He had a finished drawing by the end of the class period. I felt proud to have inspired him and I hope that he’ll continue with this confidence throughout the year after I leave.

My teacher returned shortly and, together, we managed the class and kept them productive in the short amount of time that they had. I kind of felt that my teacher needed my help, so I decided not to return to the back of the room.

I did the same for 5th Block, aiding my teacher in assisting the students and managing the class. 5th Block was better today, but still hard to deal with. My teacher started off the class with a new seating chart, which really only moved about four or five troublesome students. The students were confused and unhappy with the change, but thankfully obliged without any issues. The seating change seemed to make a huge difference today as the disruptive students were quiet and not troublesome. They actually completed work, although it took one student a lot of coaching to get started. Overall, the class was loud and unproductive, but that seemed to be the trend with all of the classes today. Perhaps the Early Release Schedule was throwing off the students or making it feel like they didn’t need to accomplish something in the shortened amount of time. Between the two of us, my cooperating teacher and I helped students stay on task and figure out what they were working on.

During 7th Block, my university supervisor came to observe me at Canyon High School one last time. My cooperating teacher wanted to instruct, so I was asked to assist. I circulated the room and tried to help students get started on their pop art paintings. It was difficult to get some students to put away their electronic devices and pay attention to the presentation that my teacher repeated from yesterday.

After the observation, my cooperating teacher and university supervisor sat down with me to give a final evaluation. Thankfully, everything was what I was expecting, which shows that I am good at reflecting upon my own strengths and weaknesses. I know where I’m at and what I need to improve on. I’m glad that there weren’t any surprises. Basically, I am skilled at instructing, setting instructional outcomes, creating PowerPoints and lesson plans, and lecturing. Anything to do with planning, delivering information, creating assignments, etc. I have nailed down. Where I need to improve his mainly classroom management. I still need to work on my “teacher voice.” I need to find a way to get the entire class to stop talking, pay attention to me, and keep their attention on me. I also need to find procedures for dealing with incorrect behavior and act on them. This is my least favorite part about teaching and it’s what I most need to improve on.

Thankfully, my university supervisor explained that this is where most new or student teachers struggle, and they quickly learn the ropes and improve within a few years. She’s confident that I’ll find my place in my own classroom and will make a successful art educator. That’s a comforting thing to hear. I’m looking forward to a bright future!

| Student Teaching Reflections |

/0 Comments/by

Day 29

,

Today was an interesting day as I stepped down from my podium, returned to the observing position, and allowed my cooperating teacher to reclaim her position as the primary teacher. I felt way less stressed as I walked into the classroom knowing that I wasn’t responsible for anything today. It was also a bit odd though as I felt that I needed to fill my cooperating teacher in on what’s going on, especially since she was absent the last few days, so that she could pick up where I left off.

I was surprised at first that my cooperating teacher did not ask me how things have been going, where the students are at, or anything. At first, she seemed to ignore my existence. Finally, she asked if there was anything new to report, and I filled her in on where all of the students are at. I told her about what each class is doing, how they are progressing, and let her know that I finished grading all of the artworks and quizzes from all of the classes and entered them into the grade book. “It’s all graded, so you just need to hand it all back and catch up with the students who were absent,” I explained. The weirdest part, though, was when she asked me to move from where I was sitting.

“Can you find a different spot to sit? I want to be able to get to the hall passes easily. You can sit in the back where I’ve been if you like,” she said. I was incredibly confused as I’ve been sitting at this desk since my first day of Student Teaching. This was the desk that she instructed me to sit at, explaining that it was my space to work and observe. Anytime that a student needed a hall pass, I would pull it out from the drawer and fill it out for them which actually seemed to help my cooperating teacher. With this process, the hall passes were guarded and my teacher didn’t have to stop what she was doing to fill out a pass. I don’t know where this sudden change came from, but I obliged as I moved to the back of the room.

It is different being at the back of the room. Several times students asked where I was as they couldn’t see me. I also felt very removed from the classroom. Before when I was observing, I would walk around the classroom, help monitor and manage the classes, and interact with and assist the students. Today, I wasn’t sure if my teacher wanted me to or if she would rather me simply observe. I walked around and assisted ocassionally when I began feeling too removed. I don’t mind being at the back of the room if that’s where my teacher would like me to be as I can still observe and learn, I’m just confused about the change.

Today was an interesting opportunity as I was able to observe my cooperating teacher in a new light. Although I have been observing for weeks, I had a new perspective. Because I have taught in this classroom as the primary teacher for a few weeks, I could now observe my teacher with new insight. I could see how she handled situations I struggled with and notice techniques that I used that seem to be more effective than hers. I was pleased to find that the classes were about the same as when I was in charge, so perhaps my classroom management skills aren’t in need of as much improvement as I may have originally thought.

The advanced classes, (AP, Painting III/IV, and Painting II,) are not difficult to handle and they went about the same as they always do. It was the Art I classes, (2nd, 3rd, and 5th Period,) that I was most interested in observing. I immediately noticed that the 2nd and 3rd Periods were actually less managed and more wild than when I was in charge. Students were incredibly verbal, way more confident in moving about the room and messing with each other, and were more combative in getting to work. They felt comfortable wasting time and picking on my teacher. My cooperating teacher was very friendly and playful with the students, so I’m trying to figure out whether I need to lighten up a bit or if it would benefit my teacher to harden down a bit. The 2nd and 3rd periods did go pretty well, but the 5th Block class was not as successful.

Read more

/0 Comments/by

Day 28

,

Today was a pretty good day overall and I am happy with my results. Today was the last day that I will be acting as the primary teacher in the classroom. Today was also the day my cooperating teacher decided to take her “free day” which she is awarded for having a Student Teacher. She was allowed to take the day off while I taught the class without a substitute in the room. It was only me in the room, but I felt comfortable and confident.

Today, my Art I students took the Printmaking quiz that I worked on last week. There were three versions, one for EA Special Needs students, one for integrated Special Needs students, and one for the rest of the students. My cooperating teacher advised that I give the Special Needs version to students who were also just struggling in the class, but may not necessarily be identified as Special Needs. I found it difficult to remember who to give each quiz, especially since I was supposed to do so in a way that no one knew there were different quizzes. I ended up making one mistake, giving a student who is struggling in the class a “normal” quiz. After grading his quiz, though, he actually did well on it and would have only gotten one more question right on the Special Needs quiz. It’s difficult to keep track of all of the students with their individual needs and try to meet their needs in a private manner. This is something I will need to continue working on.

After grading all of the quizzes, I was pretty happy with the results. Most of the students did really well and there weren’t any questions that most of the class missed, meaning that my quiz seemed fair. I was especially worried about the diagram of a print I had put on the quiz that asked students to read some information such as, “This is Lindsey Brown’s fourth print. She plans on making ten prints in total. She wants to title it “Fox Eyes,” and then label the print using the information. Almost every single student succeeded with that part, which made me very proud. Many of the students did not label their prints correctly, so I’m glad to see that they can at least do so on a quiz.

Other than taking the quizzes, the rest of the class periods were work days in which students were continuing their clay creatures. Several of the clay creatures dried over the weekend, but we did have a few casualties. An elephant lost its head, a fox lost its horn, and several creatures had cracks or breaks. I worked with the students to repair their pieces and hope that they will dry without breaking this time. I’ve still been working with students to try to make their pieces strong in the first place so that their pieces won’t break when they dry.

I still found it difficult to manage the Art I classes when they were working on their clay creatures, but I’ve been told that it’s just always going to be that way. Thankfully, today was a lot better than Friday. Students were still out of their seats, needing hall passes, refusing to work, on their phones, messing with friends, needing my help, and all of the other activities that generally go on every day. I feel that I am learning how to generally manage these classes. I’m just worried about another serious event coming up, but hopefully I’ll be better able to handle it now.

There’s really not much else to report as it was a pretty chill day. I administered my quiz and found it to be fair and successful. I graded the quizzes along with other artworks that I’ve been struggling to find the time to grade and started handing back work. I made lists of the students who were missing work or were absent for the quiz and will be checking in with these students tomorrow. I entered all of the grades and feel caught up on everything. I am proud of my work today and look forward to tomorrow.

| Student Teaching Reflections |

/0 Comments/by