Ed Psych And You, back at it again, ladies and gents!
Do you know how to drive a car with a stick shift? If you do, how did you learn to do so? If you don't, why not?
All right, so this question is related to the section regarding learning and development depending on experience. Individuals are going to understand things differently in regards to what they've experienced. Example; to learn how to write effective essays, we need experiences with writing; to solve problems, we need experiences with problem solving.
So, do I know how to drive a car with a stick shift? I could say kind of, but at this point I'm just going to say "no" because it has been six years since the last time I tried. Whether it was yes, or if it was no, it all revolves back to the fact of "experience." At one point, I was dating someone who every time I saw them made me practice driving their stick. I don't now because I don't practice - meaning I don't have any experience with doing such.
You notice that your two best friends have gained a considerable amount of weight. Will this influence you in any way? Are you more likely to be careful about what you eat, so the same thing doesn't happen to you?
I, personally, feel that this would influence me in multiple ways. First, I might start avoiding them as people because I get slightly uncomfortable around heavier people. It looks extremely awkward and, is in fact, hard on the body and therefore, watching a person struggle to walk up a set of stairs or hearing them weeze heavily makes me want to run away. I would also probably start eating less because I don't want to end up like them. That though plays a part with my self body issues.
It's interesting because the chapter informs us that, "Researches have found that if your friends are overweight, you're also more likely to be overweight. And, if you go out to a restaurant, and your friends are heavy eaters, you're likely to eat more than if your friends order light meals."
Going off on a related note, positive influences exist as well! I know this from first hand experience. My freshmen, sophomore, and junior year of college I was dating a very negative individual, and I was also friends with people who were just Debbie Downers constantly. It was amazing to purge them out of my life because in doing so, I became happier!
On a more fun note, I introduced my two cats today! Well, one is a cat, and I guess, the other is still considered a kitten. It is going well, I feel. Kit (the grouchy old one) after day two has stopped growling constantly and instead just does so when Coconut gets within a foot. (This is even better than the previous days where the growling would intensify if he came within three feet.) While she swipes at him, she also jumps on top of the chair and rolls on it while swatting at him - something that resembles playing. Today, we were all able to take a nap with no cat freaking out and no growls to be heard. It was glorious. They might never become best buds, but I think we are on a good path to them getting along/tolerating each other. :)
Tuesday, October 11, 2016
Monday, September 26, 2016
Physical Development
Chapter 3 of my textbook is proving very interesting!
That, and my kitten is currently trying to eat my fingers while I type. No, this isn't some tiny kitten. This is a fluffy, teenager cat that basically is going through an "angst" stage and wanting to eat every and anything that moves.
Ew. His nose is wet.
Are you short or tall? Thin or heavy? Did you go through puberty early or late? How have these factors affected your development as a person?
I am an individual that falls within the "short" category by 1". I would say I am average, if not on the thin side. Definitely not heavy or overweight. I went through puberty at a young age, but also did not develop in other areas until college - and that was also due to gaining weight.
It was definitely hard because even though in sixth grade we talked about periods and our bodies changing, I had teachers give me a hard time when I asked to go to the bathroom at the same time every day for a week. I didn't want to go to change the products in between recess because that meant people might see what I was doing. It was difficult having teachers not be there to help you. It was also tough that I go my period earlier than everyone else, but I didn't develop any breasts.
Having boys call you, "2x4, flat as a board" literally from 7th to 12th grade, was awful. It impacted me in such a way, that when I got to college and boys showed interest in me, I dismissed it because why would they like me? I don't have boobs. There were a couple that I'd flat out ask them, and they were very confused because "boobs aren't everything." It was great to have some young men that were maturing enough not to be focusing completely on one body part, but it was awful because I still wonder if I'm good enough - based off the idea I'm not pretty if I don't have a cup size over a C.
I think it was hard because having my period sooner than everyone made me kind of serious. I was dealing with body pain before everyone else. I was dealing with the embarrassment of trying to hide a tampon in my sleeve. I was gaining the understanding of what having a period meant for my body, and that thought - that I could have kids now, was terrifying.
Overall, I think puberty made me develop mentally faster, while my body was. My indicated that my body was "now a woman," and with that I felt I needed to become a grown up. It was also hard that by acting more mature and serious than others my age, they became annoyed with me.
It's really cool for me to come to college though and be able to take a step back and learn about what is and isn't important in life. And be able to pick the people you actually want to hang out with, haha. My graduating class was 42, so you really don't get much of choice.
There it is! My reflections for Ed Psych!
That, and my kitten is currently trying to eat my fingers while I type. No, this isn't some tiny kitten. This is a fluffy, teenager cat that basically is going through an "angst" stage and wanting to eat every and anything that moves.
Ew. His nose is wet.
Are you short or tall? Thin or heavy? Did you go through puberty early or late? How have these factors affected your development as a person?
I am an individual that falls within the "short" category by 1". I would say I am average, if not on the thin side. Definitely not heavy or overweight. I went through puberty at a young age, but also did not develop in other areas until college - and that was also due to gaining weight.
It was definitely hard because even though in sixth grade we talked about periods and our bodies changing, I had teachers give me a hard time when I asked to go to the bathroom at the same time every day for a week. I didn't want to go to change the products in between recess because that meant people might see what I was doing. It was difficult having teachers not be there to help you. It was also tough that I go my period earlier than everyone else, but I didn't develop any breasts.
Having boys call you, "2x4, flat as a board" literally from 7th to 12th grade, was awful. It impacted me in such a way, that when I got to college and boys showed interest in me, I dismissed it because why would they like me? I don't have boobs. There were a couple that I'd flat out ask them, and they were very confused because "boobs aren't everything." It was great to have some young men that were maturing enough not to be focusing completely on one body part, but it was awful because I still wonder if I'm good enough - based off the idea I'm not pretty if I don't have a cup size over a C.
I think it was hard because having my period sooner than everyone made me kind of serious. I was dealing with body pain before everyone else. I was dealing with the embarrassment of trying to hide a tampon in my sleeve. I was gaining the understanding of what having a period meant for my body, and that thought - that I could have kids now, was terrifying.
Overall, I think puberty made me develop mentally faster, while my body was. My indicated that my body was "now a woman," and with that I felt I needed to become a grown up. It was also hard that by acting more mature and serious than others my age, they became annoyed with me.
It's really cool for me to come to college though and be able to take a step back and learn about what is and isn't important in life. And be able to pick the people you actually want to hang out with, haha. My graduating class was 42, so you really don't get much of choice.
There it is! My reflections for Ed Psych!
Sunday, September 25, 2016
Back, But Slow
Hello fellow teachers!
I should be finishing up an educational psychology quiz right now, but for some reason this blog popped back into my head, and it caused me wanting to write! (Don't tell my boyfriend though - he thinks blogging is for hipsters. I will change his thoughts. ;] )
Since this year I'm working full time at the Family Video in time, I'm only going part time to school this year. I had to make some tough decisions on which classes I would take, simply because some are only offered during the fall, spring, etc. I'm hoping what I'm thinking so far will work out. I would hate to go do my student teaching, and then have to come back for an art class or something.
I would like to keep this blog up and going though! In my Ed Psych textbook, there's actually these small things called, "Ed Psych and Me." It basically poses questions that get the audience thinking about the text they just read. I think this would be great for me to take advantage of in my own personal time to reflect on what I am learning. :)
1. How did your parents raise you? How did this compare to your friends' experiences? How did their parenting influence your development? If you plan to have children, how will the way you raise them compare to the way you were raised?
Parenting style: general patterns of interacting with and disciplining children
Authoritative parents: set high expectations, are warm and responsive. Firm, caring, and consistent.
Authoritarian parents: high expectations, but tend to be cold and unresponsive. Expect conformity, don't explain reasons for rules, and don't encourage verbal give-and-take.
Permissive parents: warm, but hold few expectations for their children. Children - used to getting their own way - have troubles relating to their peers
Uninvolved parents: few expectations for their children, and are cold and unresponsive. Little interest in their children
All right, going forward with that information.
My parents, I would say, were a mix of authoritative and authoritarian parents. My dad was a farmer and most of the time, he was out in the fields or in the milk parlor, so he really didn't do a lot of raising/discipling. It was more so my mom. Looking back, I would say she was definitely warm and responsive, but there were MANY times growing up in the years where rules would be set and the expectation to follow them would be set - even if the rule hadn't been explained. Through such, I struggled with feelings of respect and love, and yet, also intense fear for my mother for most of the years of my life.
In comparison with friends, I would say my parents were MUCH more strict. Especially in regards to social events. We were not allowed to hang with friends on school nights. We were not allowed to stay out pass 10 o'clock on the weekends. We could only spend time with friends of the same gender. And my parents would call ahead to make sure that that was what we were actually doing. My siblings and I also had to make choices if more than one friend asked to hang out with us. On top of that, we were usually only allowed to do a special "weekend hangout" with a friend once a month or so.
I think that really impacted my development with friends because while other girls were spending almost every weekend having a sleep over, or staying up late on a weeknight to watch a show that EVERYONE was watching, my siblings and I were almost isolated when we were at school participating in drama, choir, band, and athletic events. How my mom disciplined me also affected me in a kind of negative way. Let me further explain. I love my mother, and respect everything she has to say. But, I'm almost 23 years old and up until last year I took her opinions as "the word of God." She had something to say about my life, I listened and did whatever she told me. Once I broke up with a guy I had been dating for a three years, I was able to not only step back from that, but my entire life completely and see different aspects that I didn't like and that weren't helping me in my development - my mom's stubbornness and opinionated behavior was overwhelming.
Despite that, I do feel my mom and dad succeeded in developing a strong, independent woman who is creative, unique and a leader. I do strive to be an authoritative parent - one who is loving, firm in rules, but also responsive and can explain the rules rather than just expect the child to take what I say at face value. Yeah, there will probably be some times where I would very much like that child to take what I say and no question it, but children are creative and wonderful!
So, there's my thoughts for the day. :) Peace out, girl scout.
I should be finishing up an educational psychology quiz right now, but for some reason this blog popped back into my head, and it caused me wanting to write! (Don't tell my boyfriend though - he thinks blogging is for hipsters. I will change his thoughts. ;] )
Since this year I'm working full time at the Family Video in time, I'm only going part time to school this year. I had to make some tough decisions on which classes I would take, simply because some are only offered during the fall, spring, etc. I'm hoping what I'm thinking so far will work out. I would hate to go do my student teaching, and then have to come back for an art class or something.
I would like to keep this blog up and going though! In my Ed Psych textbook, there's actually these small things called, "Ed Psych and Me." It basically poses questions that get the audience thinking about the text they just read. I think this would be great for me to take advantage of in my own personal time to reflect on what I am learning. :)
1. How did your parents raise you? How did this compare to your friends' experiences? How did their parenting influence your development? If you plan to have children, how will the way you raise them compare to the way you were raised?
Parenting style: general patterns of interacting with and disciplining children
Authoritative parents: set high expectations, are warm and responsive. Firm, caring, and consistent.
Authoritarian parents: high expectations, but tend to be cold and unresponsive. Expect conformity, don't explain reasons for rules, and don't encourage verbal give-and-take.
Permissive parents: warm, but hold few expectations for their children. Children - used to getting their own way - have troubles relating to their peers
Uninvolved parents: few expectations for their children, and are cold and unresponsive. Little interest in their children
All right, going forward with that information.
My parents, I would say, were a mix of authoritative and authoritarian parents. My dad was a farmer and most of the time, he was out in the fields or in the milk parlor, so he really didn't do a lot of raising/discipling. It was more so my mom. Looking back, I would say she was definitely warm and responsive, but there were MANY times growing up in the years where rules would be set and the expectation to follow them would be set - even if the rule hadn't been explained. Through such, I struggled with feelings of respect and love, and yet, also intense fear for my mother for most of the years of my life.
In comparison with friends, I would say my parents were MUCH more strict. Especially in regards to social events. We were not allowed to hang with friends on school nights. We were not allowed to stay out pass 10 o'clock on the weekends. We could only spend time with friends of the same gender. And my parents would call ahead to make sure that that was what we were actually doing. My siblings and I also had to make choices if more than one friend asked to hang out with us. On top of that, we were usually only allowed to do a special "weekend hangout" with a friend once a month or so.
I think that really impacted my development with friends because while other girls were spending almost every weekend having a sleep over, or staying up late on a weeknight to watch a show that EVERYONE was watching, my siblings and I were almost isolated when we were at school participating in drama, choir, band, and athletic events. How my mom disciplined me also affected me in a kind of negative way. Let me further explain. I love my mother, and respect everything she has to say. But, I'm almost 23 years old and up until last year I took her opinions as "the word of God." She had something to say about my life, I listened and did whatever she told me. Once I broke up with a guy I had been dating for a three years, I was able to not only step back from that, but my entire life completely and see different aspects that I didn't like and that weren't helping me in my development - my mom's stubbornness and opinionated behavior was overwhelming.
Despite that, I do feel my mom and dad succeeded in developing a strong, independent woman who is creative, unique and a leader. I do strive to be an authoritative parent - one who is loving, firm in rules, but also responsive and can explain the rules rather than just expect the child to take what I say at face value. Yeah, there will probably be some times where I would very much like that child to take what I say and no question it, but children are creative and wonderful!
So, there's my thoughts for the day. :) Peace out, girl scout.
Sunday, May 1, 2016
Stippling Portraits - A Practicum Lesson
It seems my first page of my lesson plan is too big as an image to upload :( Keep scrolling for other information regarding the lesson! :)
A project sample I created. If going for realism, the lesson can be taught a high school level, but if you are teaching a class about gradients, contrast, and value, this project is also attainable.
Blake Lively, Fingerprints
These are the three project samples of the student's work. We taught a 7th grade class; one of these students had an IEP even! Can you tell? I can't!
Student 1: Taylor Swift
Student Two: LeBron James
Student Three: Vinn Diesel
Reflection on First Practicum
This semester provided me with my first student practicum experience. Me and one other girl in my ArtEd208 class - Lindsey - were partners over at a middle/high school about an hour away. The first day I was there, I felt pretty unsure. I didn't know anything about the teacher we were partnering with, but thankfully I knew the school from music and sporting events. That provided me some comfort.
When I met my cooperating teacher, my initial reaction was dread. He reminded me of my old band teacher - quiet, little awkward, but somehow having immediate respect from his students. There wasn't a lot of obvious positivity/pleasantness when I met him, and I worried that would make me uncomfortable and feel inadequate. Luckily enough, Mr. B kind of address it by himself. He called himself not a Type-A personality and isn't going to be smiling and outgoing all day every day. But I shouldn't take any offense. This was one of my biggest "problems" that I ran into my practicum because my biggest fear was that my cooperating teacher and I would not get along. Not the case at all. Despite us having completely different personalities, I felt I could talk to him and go to him for advice and be met with reciprocated respect.
The rest of the experience was also incredibly eye-opening. I taught a week long lesson with Lindsey, and I had many valuable lessons from it. The first day, we had struggled with time and gave our students a little too much in some areas, and so they got a little squirrel-y. That was eye-opening that even when we plan activities out for certain amounts of time, sometimes students don't need as much time as we give them.
My third lesson I learned was about the connections with the students. How I learned this was from a mistake on my part. I didn't know all the names of the students, instead, I was participating in a "no-hands" calling on method and picking three or four names to specifically call on students and in the process, know their names. I had read the seating chart wrong one day, and thought one of my students was called *Brian. His name, in fact, was *Brice. Easy mistake because of chicken scrawl. I was calling on students by their name, and then he raised his hand. I hadn't known the name, so I said, "Yes, you."
The next day, he totally called me on it before the start of class. We had a good laugh, and I proceeded to call him *Brian. I thought I was burning down bridges with this student because of my continuous errors, but he turned out to be a very enthusiastic student who both respected and enjoyed cracking jokes with me. I got to know all the students on some more personal levels. Such as, I could tell that *Alicia was a perfectionist and did not do well under time constraints. *John was a stubborn student and did not like being told how to do something, so you'd need to phrase your suggestions in ways that led him to the conclusion by himself. *Lily was a quieter student, but showed that she has a deeper understander of people through her paragraph describing why she chose the person she did for the portrait.
The last day of my teaching, I felt a mixture of pride and sadness. Pride because I had succeed at my first long term teaching moment, and sadness because I felt responsible for these children and knew that I'd probably never see them again.
The entire practicum experience taught me many things. Not only did it prepare me for edTPA and the video recording (what I had was absolute garbage), but I learned so much in regards to student interaction with classroom related and not classroom related subjects. I also observed many interesting moments and instructional skills from Mr. B that I want to carry with me in my own classroom some day. I love his idea of giving each student an art kit that they are responsible for the entire year and need to replace anything that goes missing. I love how he creates his seating charts - allowing students to write two people they'd like to sit by and one person they'd not like to sit by on a card that only he sees. I appreciated how he goes above and beyond with students he might not even have in his class to work with their parents and get these students back on track. This first experience was wonderful, and it truly reinforced my wanting to become an art teacher. Yes, there were hard times, but each of these hard times help me grow to become the amazing art teacher that I want to be.
When I met my cooperating teacher, my initial reaction was dread. He reminded me of my old band teacher - quiet, little awkward, but somehow having immediate respect from his students. There wasn't a lot of obvious positivity/pleasantness when I met him, and I worried that would make me uncomfortable and feel inadequate. Luckily enough, Mr. B kind of address it by himself. He called himself not a Type-A personality and isn't going to be smiling and outgoing all day every day. But I shouldn't take any offense. This was one of my biggest "problems" that I ran into my practicum because my biggest fear was that my cooperating teacher and I would not get along. Not the case at all. Despite us having completely different personalities, I felt I could talk to him and go to him for advice and be met with reciprocated respect.
The rest of the experience was also incredibly eye-opening. I taught a week long lesson with Lindsey, and I had many valuable lessons from it. The first day, we had struggled with time and gave our students a little too much in some areas, and so they got a little squirrel-y. That was eye-opening that even when we plan activities out for certain amounts of time, sometimes students don't need as much time as we give them.
My third lesson I learned was about the connections with the students. How I learned this was from a mistake on my part. I didn't know all the names of the students, instead, I was participating in a "no-hands" calling on method and picking three or four names to specifically call on students and in the process, know their names. I had read the seating chart wrong one day, and thought one of my students was called *Brian. His name, in fact, was *Brice. Easy mistake because of chicken scrawl. I was calling on students by their name, and then he raised his hand. I hadn't known the name, so I said, "Yes, you."
The next day, he totally called me on it before the start of class. We had a good laugh, and I proceeded to call him *Brian. I thought I was burning down bridges with this student because of my continuous errors, but he turned out to be a very enthusiastic student who both respected and enjoyed cracking jokes with me. I got to know all the students on some more personal levels. Such as, I could tell that *Alicia was a perfectionist and did not do well under time constraints. *John was a stubborn student and did not like being told how to do something, so you'd need to phrase your suggestions in ways that led him to the conclusion by himself. *Lily was a quieter student, but showed that she has a deeper understander of people through her paragraph describing why she chose the person she did for the portrait.
The last day of my teaching, I felt a mixture of pride and sadness. Pride because I had succeed at my first long term teaching moment, and sadness because I felt responsible for these children and knew that I'd probably never see them again.
The entire practicum experience taught me many things. Not only did it prepare me for edTPA and the video recording (what I had was absolute garbage), but I learned so much in regards to student interaction with classroom related and not classroom related subjects. I also observed many interesting moments and instructional skills from Mr. B that I want to carry with me in my own classroom some day. I love his idea of giving each student an art kit that they are responsible for the entire year and need to replace anything that goes missing. I love how he creates his seating charts - allowing students to write two people they'd like to sit by and one person they'd not like to sit by on a card that only he sees. I appreciated how he goes above and beyond with students he might not even have in his class to work with their parents and get these students back on track. This first experience was wonderful, and it truly reinforced my wanting to become an art teacher. Yes, there were hard times, but each of these hard times help me grow to become the amazing art teacher that I want to be.
Thursday, April 28, 2016
Up and Down, Like Waves in the Ocean
The last couple days have been absolutely crazy. I'm at the point where one more bad thing is going to send me over the edge, and I'll break down crying. But hey, that's part of the college experience. Part of becoming a teacher. Oh, and once you are a teacher, you are going to cry for sure.
Today, I was inspired though. My professor, advisor, program director opened up to my class about something personal and how she overcame it. I don't believe in coincidences, and I think this story came at the perfect time. I'm feel pretty low - between school and work - but, after listening to her tell us of this kind of really awful experience and how she triumphed from it....it really hit me in a place that makes it hard to breathe.
See, I've had my fair share of awful events. They still get to me in multiple ways. I was assaulted my sophomore year of college at a Stout organized event. By a friend nonetheless which statistics tell you is the majority of the time. At the same time, I had been dating someone for a little over a year, and the event brought out his true character. He was unbalanced, childish, and emotionally abusive. It happened at the worst time because I needed someone and the one person I would have turned to, did nothing to support me and give me the time that I needed to heal.
Thankfully he is no longer in my life, and I've been able to grow from what happened to me, but there are times when I'm dealing with high stress that it all crashes back in on me and the doubt he placed in my head comes whispering back. Until just a bit ago when my professor talked to us, I was getting close to a type of down I haven't felt in months. A type of down that would consume me for a few days, which, obviously is not good timing.
What I'm trying to say is, you never know who needed those kind words, that inspirational speech, the high five. You never know when someone needed to hear exactly what you had to say. I'm still feeling unsteady on my feet, but I'm going to be okay. This too shall pass. A mantra that is good to live by. To see someone overcome something that very much was the end of the world, it gave me what I was looking for to keep pushing on no matter what the obstacles and get to the finish line. The finish line of teaching students about art for the rest of my life and changing their lives, as so many teachers - both art and not - have done for me.
Today, I was inspired though. My professor, advisor, program director opened up to my class about something personal and how she overcame it. I don't believe in coincidences, and I think this story came at the perfect time. I'm feel pretty low - between school and work - but, after listening to her tell us of this kind of really awful experience and how she triumphed from it....it really hit me in a place that makes it hard to breathe.
See, I've had my fair share of awful events. They still get to me in multiple ways. I was assaulted my sophomore year of college at a Stout organized event. By a friend nonetheless which statistics tell you is the majority of the time. At the same time, I had been dating someone for a little over a year, and the event brought out his true character. He was unbalanced, childish, and emotionally abusive. It happened at the worst time because I needed someone and the one person I would have turned to, did nothing to support me and give me the time that I needed to heal.
Thankfully he is no longer in my life, and I've been able to grow from what happened to me, but there are times when I'm dealing with high stress that it all crashes back in on me and the doubt he placed in my head comes whispering back. Until just a bit ago when my professor talked to us, I was getting close to a type of down I haven't felt in months. A type of down that would consume me for a few days, which, obviously is not good timing.
What I'm trying to say is, you never know who needed those kind words, that inspirational speech, the high five. You never know when someone needed to hear exactly what you had to say. I'm still feeling unsteady on my feet, but I'm going to be okay. This too shall pass. A mantra that is good to live by. To see someone overcome something that very much was the end of the world, it gave me what I was looking for to keep pushing on no matter what the obstacles and get to the finish line. The finish line of teaching students about art for the rest of my life and changing their lives, as so many teachers - both art and not - have done for me.
Tuesday, April 26, 2016
Questions (6-10)
We are so close to the end of this semester, a semester that taught me more than I thought possible. And with the end coming to a close, that means there is a whole bunch of last minute things to be done that weren't taken care of in the beginning, haha.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
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