February 3: Safe Classrooms

In Kalin’s chapter, we are given some suggestions for creating a safe (physically, emotionally, and socially) environment in which children can learn in, through and about art. Look at the guidelines on p. 154-55. Describe how you might address each of these guidelines with the child you will be working with.

Classroom Management
In this section of text the key message is flexibility. It states that no classroom and no child is the same and some experimentation and trial and error might be needed to find what class management tactics work best for each teacher and each class.
When I am working one on one with Tristan, the child I am partnering with I will have to adapt this guideline on a smaller scale. I want to provide an open and enjoyable environment for him to learn, but I also realize that guidelines and rules will be necessary to make our project successful outside of the structure of school. I can set the tone for our work together by providing rules and guidelines for our time together and ensuring the atmosphere we are working in is supportive and safe both physically and emotionally. I will be ultimately in control but as it is one on one situation I will allow for Tristan’s input and suggestions regarding things that affect our classroom atmosphere such as music or seating arrangements. I want this time to be enjoyable for him and I feel that if this is to be accomplished, a firm understanding of how we are to operate as partners in our learning and art objectives is necessary..

Discipline and Art Activities
In this section it is brought to our attention that art is different from other subjects in that it often allows more freedom and movement in the classroom, which can make the challenge of classroom discipline even more difficult. Art activities often involve students in expression through physical activity, or require students to move about the classroom and vocalize. However this should not lead to a classroom free for all. On the contrary art classes require students to be self disciplined. This takes lots of work on the part of the teacher to model and allow for practice of the ways students are expected to behave. In teaching these behaviours there also needs to be a lot of praise for appropriate behaviour. Students will gain confidence as they practice and the behaviours become habits. Once this happens students may be able to verbalize why this safe and structured environment enables them to be cooperative, active and creative learners.
To provide this safe environment Tristan and I will, as I have mentioned create some rules together. These will be three or four sentences describing positive behaviour expectations. I will write these down so that we can post them in our work space. As Tristan doesn’t read, pictures of him doing the positive behaviours would be good prompts. Being in a visible location reminds us both to review them regularly. As he knows me as a friend more than a “true adult” we will discuss how although I want him to be in control of his own project, I am the leader during our art time together and we will be following certain guidelines. We will also discuss what happens if we do not follow the rules and how the rules ft into the pre-established rules of his house. Finally, we will use some of the time together to practice the rules.

Student-Teacher Relationships
In having a positive student teacher relationship there must be security, fairness, respect, understanding, and communication. My part in this is to provide the security in the classroom by setting parameters for class interaction, by providing the students time and positive feedback, by connecting with my students on an individual level, and respecting all of my students and embracing and supporting their differences and unique personalities and backgrounds.
In working with Tristan I will address these guidelines by striving to fulfill each of the criteria to provide a secure, connected and involved educational experience.

Safety
To ensure the safety of the children in one’s class it is necessary to have a set of safety procedures that the children understand and follow as part of their routines. There are many considerations that may be summarized in three main areas. Movement is a prime concern; such as: when and where to get materials and how to do so without running or pushing and shoving. Handling resources and tools in a safe manner is important. Procedures involved with hazardous materials like hot glue or scissors must be established to protect the students. Finally communication is an important safety factor. Teachers need to have a signal by which students stop and attend to the teacher immediately. The use of a hand signal or noise, such as hand clapping is effective. To make this a routine for the students’ frequent review and practice is necessary. Students should be able to verbalize and put into action the safety rules and procedures. Once again in my one-on-one setting we will discuss our safety routines before we begin and practice them. At each of our lessons Tristan will be asked to tell a safety rule and give it’s importance.

Classroom Behavior
Along with knowing the safety rules and procedures students should also know basic classroom behaviors expectations and routines. Again it is important for the students to know why the behaviours are expected. These include guidelines on noise (is there music? Are they talking amongst themselves? How should they communicate?) movement (who gets up, where are they going, and when?), space (where do our materials go? Where do we create? Who sits/works in which spaces) and cleanup (is there a plan for clean up to ensure it gets down and they realize the importance of this last step?). These guidelines are important to the smooth running of the class as it eliminates the stress for students and teacher that a lack of organization creates. Simple classroom etiquette and routines allow students to get the most out of their class learning time in an enjoyable manner.
In working with my child it will be of utmost importance to set guidelines and routines so that the child can separate his art class time from other home activities, and fully learn and benefit from the experience. Again, practice of the routines and reward for cooperation and the demonstration of appropriate behaviours will be the strategies used.