Ms. Oberding is the art teacher at Durand High School
-Book "That Used to Be Us" -Freedman
PBIS (Positive Behavioral Intervention and Supports)
1. Remember 5 positives to 1 negative
2. Set the stage for success, reward the effort
3. Give clear, specific directions
4. Stay calm, use calm voice- nagging gets you NOWHERE!
5. Set reasonable limits- Avoid using "always" or "never"
6. Be consistent- "Yes means yes and no means no"
7. Set the example- Actions speak louder than words
8. Proactively anticipate situations
9. Have patience-- a little goes along way
10. Have fin and enjoy the ride!
More More More More More More More More More More More More More More More More
-Collecting data of students (being late etc.)
-Cool tools (video of students doing things incorrectly and then correctly)
80% of the staff members must try and buy in in order for PBS to work
If teachers are involved in PBIS it will change and help the teacher to evolve for the better.
Tier 1- 80- 90% All students engages in practices
Tier 2- 5-15% Some at risk students... rapid response small group interventions/ some individualizing
Tier 3- 1-5% Individual students Assessment-based intense, durable procedures.
Interesting that the school uses POP (Proof of Pride) tickets as positive reinforcement. These are given to students when they show and demonstrate appropriate behaviors in all areas of school. All staff is included in the acknowledgments of good behavior.
Ms. O lets her student set their own classroom rules (students put the rules into their own language). She then posts the expectations on the wall for referral if and when students misbehave.
-Be consistent with rules and expectations (swear words-- establishing rules early and often and immediate when these defiance occur)
-Enforce the rules that the schools require
Thursday, February 21, 2013
Wednesday, February 20, 2013
Practicum Teaching- Day 1
Day 1
Today was my first day in Ms. O's classroom. I was there from 7:45-11 (a.m.). I observed three classes today; it seems that most of the students enjoy ceramics. This also seems to be the main focus of Ms. O. I found that I was more engaged with the students than any of my other practicum experiences. This could be for a couple of reasons: It is my third experience or I plan on teaching H.S. and I feel that I can use my vocabulary without altering. The class that sunk-in the most with me was the AP-Ceramics class; the students are more advanced (vocab). I also found this class interesting in that Ms. O doesn't usually address the students they usually come into the classroom and begin to work. She walks around the room and helps students when need be.
HOW DO THE STUDENTS ACT UPON ENTERING THE CLASS?
Depending on the class the students enter the classroom in a few different ways. For example, if the students are advanced they usually begin working on their project without instruction. On the other hand, students who are in the introductory levels usually need verbal instruction unless they are working on a project. I have also noticed that first hour student enter the classroom differently because they need to take the stools off of the tables in order to sit.
HOW DOES THE TEACHER ACT?
Similar to the students the teacher enters the classroom differently for each class. For instance, the instructor usually addresses students as they come into the classroom. Most of the time students have taken their seat before the bell rings. After the bell is usually when the teacher begin instruction by letting the students know what is planned for the day. During the more advanced classes the instructor usually doesn't have to say anything, the students start working on their own.
Today was my first day in Ms. O's classroom. I was there from 7:45-11 (a.m.). I observed three classes today; it seems that most of the students enjoy ceramics. This also seems to be the main focus of Ms. O. I found that I was more engaged with the students than any of my other practicum experiences. This could be for a couple of reasons: It is my third experience or I plan on teaching H.S. and I feel that I can use my vocabulary without altering. The class that sunk-in the most with me was the AP-Ceramics class; the students are more advanced (vocab). I also found this class interesting in that Ms. O doesn't usually address the students they usually come into the classroom and begin to work. She walks around the room and helps students when need be.
HOW DO THE STUDENTS ACT UPON ENTERING THE CLASS?
Depending on the class the students enter the classroom in a few different ways. For example, if the students are advanced they usually begin working on their project without instruction. On the other hand, students who are in the introductory levels usually need verbal instruction unless they are working on a project. I have also noticed that first hour student enter the classroom differently because they need to take the stools off of the tables in order to sit.
HOW DOES THE TEACHER ACT?
Similar to the students the teacher enters the classroom differently for each class. For instance, the instructor usually addresses students as they come into the classroom. Most of the time students have taken their seat before the bell rings. After the bell is usually when the teacher begin instruction by letting the students know what is planned for the day. During the more advanced classes the instructor usually doesn't have to say anything, the students start working on their own.
Tuesday, February 19, 2013
How do you assess student artwork?
Student Work!
I think that it is important to expect a lot from your students and challenge them to get out of their comfort zone. To me this is important because students seem to get caught up in making things perfect rather than gaining experiences and knowledge about various mediums and tools. It is also important to take into account that each student is different. For example, if a student is not as skilled in arts the instructor needs to see how the students spend their time on the project. I also think that the teacher can assess the student artwork based on what they have learned from the WI art and design standards. The assessment is also going to be graded on general terms such as: reflection (critique, test, quiz), craft, criteria and so on.
Other things to take into account...
-Growth
-Age of students (behavior, directions, participation etc.)
-Effort and attitude
-Academic language
Thursday, February 14, 2013
Ms. Jennifer Sweeney
"A Week in the Life of an Art Teacher"
-Over 600 kids per week
RULES is RULES--
Discipline- Only deal with the person and the problem not the entire class for one child
Awesome way to get 1-3 grade students to line up "Mona Lisa"
-Notice the way that the she has hands to herself looking forward and being quiet (etc.).
-Because of the multiculturalism (Ho-Chunk) that is in the classroom Ms. Sweeney uses their native language along with: Japanese, French, German etc. This is a great way not only to introduce the students to multiculturalism that is in their area but also to some cultures outside of this and around the world.
-Keeping with the multiculturalism-- instead of only talking about dead European males talk about everyone (included in texts, handouts, lessons etc.)
-Putting naughty students in charge because instead of being naughty they will focus on everyone else.
-Adding shaving cream to paint makes it fluffier
-Using digital camera (video etc.) to show steps and procedures that are lengthy
Beatles lesson- great lesson using song lyrics, which is great because the students all have a different art piece as a final result. Lyrics that are inappropriate are changed (for example "birthday greetings bottle of wine" is changed to "birthday greeting bottle of milk".
Ms. Sweeney-
She seems like she would be a great art teacher. Personally when a teacher is excited about a particular subject I find myself more engaged. I'm sure this is how most people are including her many students. She is very engaged in what she does and is creative in her classroom (Elmo and I know it, Mona Lisa line up etc.)
PDP- needs to be completed every five years and they are goals that need to be completed to renew their license.
-Over 600 kids per week
RULES is RULES--
Discipline- Only deal with the person and the problem not the entire class for one child
-Notice the way that the she has hands to herself looking forward and being quiet (etc.).
-Because of the multiculturalism (Ho-Chunk) that is in the classroom Ms. Sweeney uses their native language along with: Japanese, French, German etc. This is a great way not only to introduce the students to multiculturalism that is in their area but also to some cultures outside of this and around the world.
-Keeping with the multiculturalism-- instead of only talking about dead European males talk about everyone (included in texts, handouts, lessons etc.)
-Putting naughty students in charge because instead of being naughty they will focus on everyone else.
-Adding shaving cream to paint makes it fluffier
-Using digital camera (video etc.) to show steps and procedures that are lengthy
Ms. Sweeney-
She seems like she would be a great art teacher. Personally when a teacher is excited about a particular subject I find myself more engaged. I'm sure this is how most people are including her many students. She is very engaged in what she does and is creative in her classroom (Elmo and I know it, Mona Lisa line up etc.)
PDP- needs to be completed every five years and they are goals that need to be completed to renew their license.
Tuesday, February 12, 2013
On-Going Reflection
edTPA-
To me the edTPA requires you to know your subject. Although I don't fully understand (mostly because of not knowing students) the entire lesson. I do feel that I am understanding the core content of the edTPA lesson, speaking specifically to what we have been working on. I think the planning portion of the lesson is very effective, after completion of the written lesson I would feel prepared to teach a lesson written in this format. As for the instruction I believe I need to teach the lesson before discussing that. I do think that the assessment is very important because it allows the students to reflect on one another and for the teacher to reflect on ourselves and the students.
To me the edTPA requires you to know your subject. Although I don't fully understand (mostly because of not knowing students) the entire lesson. I do feel that I am understanding the core content of the edTPA lesson, speaking specifically to what we have been working on. I think the planning portion of the lesson is very effective, after completion of the written lesson I would feel prepared to teach a lesson written in this format. As for the instruction I believe I need to teach the lesson before discussing that. I do think that the assessment is very important because it allows the students to reflect on one another and for the teacher to reflect on ourselves and the students.
Thursday, February 7, 2013
Mrs. Larson "Speaker"
Notes/ Interesting Information etc.
-Wanted to teach H.S. art- now teacher elementary art (Keep options open)
Classroom Management- Organized (BANANA boxes), High expectations- Artwork and Behavior, Consistency-expecting and demanding in rules etc., Practice and Model OFTEN (Some student have little experience with some of these things-- DON'T take this for granted), Responsive Classroom and PBIS Models
PBIS - Positive Behavioral Intervention and Supports, documentation of behaviors so student can be tracked in order to change their behavior. Not only concerned about students in the art classroom but having the knowledge of how the student is doing and helping them in school entirely.
Responsive Classroom Model- (Yardsticks- Chip Wood (book))
-knowledge of child development
-Not only academic but also social skills
Art Curriculum Art Curriculum Art Curriculum Art Curriculum Art Curriculum
Curriculum Map, Planning, Lessons, and ASSESSMENT
Assessment- Each grade level has 3-4 assessments
Summative and Formative (sketches, writing etc.)
Special Needs- All student come to specials (art, gym etc.)
Teach physically writing down what they formulate verbally
Note that the environment can a comfort for students when it does not change-- Consistency/ Structure is important to the students routines (Especially Special Needs students)
Differentiation- Having multiple ways to complete a project-- instead of students fill out paperwork a teacher or friend does.....Students who need extra time to process are allowed this
Have visual samples-- steps of the procedure, incorrect and correct ways to do things
-Electronic Grading
-Budget
-Communication- faculty, administration, parents, Art Shows
Remember to include- participated daily and had a positive attitude (behavior) and effort
Reflection- I thought Ms. Larson's presentation was very useful, which can be seen from all of the notes that I have taken. It was interesting to hear her answer question and use specific examples about her current students. One thing I found informative in particular was her talk about students with special needs and how she works with the students. She discussed some way that she works with the students compared to non-special need kids. I also found it interesting what see said about not changing the environment can act as comfort for the student because of their familiarity of the room.
-Wanted to teach H.S. art- now teacher elementary art (Keep options open)
Classroom Management- Organized (BANANA boxes), High expectations- Artwork and Behavior, Consistency-expecting and demanding in rules etc., Practice and Model OFTEN (Some student have little experience with some of these things-- DON'T take this for granted), Responsive Classroom and PBIS Models
PBIS - Positive Behavioral Intervention and Supports, documentation of behaviors so student can be tracked in order to change their behavior. Not only concerned about students in the art classroom but having the knowledge of how the student is doing and helping them in school entirely.
Responsive Classroom Model- (Yardsticks- Chip Wood (book))
-knowledge of child development
-Not only academic but also social skills
Art Curriculum Art Curriculum Art Curriculum Art Curriculum Art Curriculum
Curriculum Map, Planning, Lessons, and ASSESSMENT
Assessment- Each grade level has 3-4 assessments
Summative and Formative (sketches, writing etc.)
Special Needs- All student come to specials (art, gym etc.)
Teach physically writing down what they formulate verbally
Note that the environment can a comfort for students when it does not change-- Consistency/ Structure is important to the students routines (Especially Special Needs students)
Differentiation- Having multiple ways to complete a project-- instead of students fill out paperwork a teacher or friend does.....Students who need extra time to process are allowed this
Have visual samples-- steps of the procedure, incorrect and correct ways to do things
Administrative STUFF!
-Scheduling-Electronic Grading
-Budget
-Communication- faculty, administration, parents, Art Shows
Remember to include- participated daily and had a positive attitude (behavior) and effort
Reflection- I thought Ms. Larson's presentation was very useful, which can be seen from all of the notes that I have taken. It was interesting to hear her answer question and use specific examples about her current students. One thing I found informative in particular was her talk about students with special needs and how she works with the students. She discussed some way that she works with the students compared to non-special need kids. I also found it interesting what see said about not changing the environment can act as comfort for the student because of their familiarity of the room.
Tuesday, February 5, 2013
Safety First!
I think that safety is an important issue in the classroom. I believe having a few set of guidelines are important to give the students structure. I also think that it is necessary to have specific instruction for each individual lesson. This is important because some lesson may introduce new materials that the student's are unfamiliar with. For example, if the instructor is teaching a lesson where the student's create stencil using card stock and an exact o knife; it is important that they are first instructed on how to do the task to avoid injury. The level that you are teaching also need to be taken into account because high school student will most likely have more knowledge of safety than an elementary level student would.
Other Ways....
-labeling
-teacher supervision
-incorporate into rules
-student contracts-- showing that they understand procedures and how to use materials etc.
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