I got to chaperon my first field trip today! We went to the MIA, some Cathedral in Minneapolis, and Cassetta's pizza. At the MIA, I got this cool ID tag that said I am chaperon, and I felt totally awesome. I had 9 children in my group, all girls, which was terrifying. I have never counted to 9 so many times in my life. I got to guide the tour, give facts on pieces, and question the students. It was great! After that, we went for pizza. While eating, I noticed a student didn't buy lunch, so I asked her and she said she couldn't afford it, so I bough her lunch. Mr. H. says this was a good thing to do and said it was good of me to pick up on those things, as not all students have privileges. Then we visited a Cathedral which was epic, although I do not recall the name.
I had one last item to discuss with Mr. H for the class. We talked about being friends with the students and how facebook could be detrimental. He said that even though we want students to like us, we cannot be friends with them, and must maintain a professional relationship with them. As for facebook, he could not find me, nor could his students (haha), but his daughter found me in about 30 seconds. He was just curious what was on there. Fortunately, my page is clean as can be. We talked about how not being careful can hurt your career, and that they will get access to your page, no matter how private you make it. I have nothing to fear though, as I am always careful on what is on my page. Social life must be responsible, an example to the students.
Friday, May 13, 2011
Last week?
Although I have completed my hours at ______ I have been coming this week to gain more experience. This week, we have been working with egg tempura paint. The students had to bring in their own eggs and make and dye the paint themselves. They will also be using palette knives instead of brushes. They have painted a picture of there choice just to get used to working with the materials. Unfortunately, I will not be around to see the project completed, as this will be my last visit until the field trip.
I asked Mr. H about his grading rubrics and how he handled assessment. We had already discussed this previously, but we ran through the actual process as the students worked. To do this, we used a project that the 8th graders had just completed, and we ran through his rubric and graded them accordingly. He even let me a do a couple, but checked them, of course. All of his rubrics are individualized, and the students are shown this. They are usually hanging up on a cabinet, in full view of the students, and they can check that they are meeting the criteria at any time. If a students doesn't do well on an assignment, its usually because the didn't follow the directions. He keeps records of all these things so that if a parent comes asking why there student doesn't do well, he can give them a reason. Also, these rubrics outline what the students learn so if that comes into question, he also has that evidence. He tells me to always leave a paper trail.
I'm gonna miss coming to ________ School. I have spent a good amount of time here and really feel like I am beginning to know the students. Hopefully I can student teach here next year.
I asked Mr. H about his grading rubrics and how he handled assessment. We had already discussed this previously, but we ran through the actual process as the students worked. To do this, we used a project that the 8th graders had just completed, and we ran through his rubric and graded them accordingly. He even let me a do a couple, but checked them, of course. All of his rubrics are individualized, and the students are shown this. They are usually hanging up on a cabinet, in full view of the students, and they can check that they are meeting the criteria at any time. If a students doesn't do well on an assignment, its usually because the didn't follow the directions. He keeps records of all these things so that if a parent comes asking why there student doesn't do well, he can give them a reason. Also, these rubrics outline what the students learn so if that comes into question, he also has that evidence. He tells me to always leave a paper trail.
I'm gonna miss coming to ________ School. I have spent a good amount of time here and really feel like I am beginning to know the students. Hopefully I can student teach here next year.
Saturday, May 7, 2011
Final day of lesson!
This was the third and final day of the lesson. On the agenda was a discussion/critique of the projects that were completed. Because of a well issue at home, Mr. H. had to leave and a sub took his place. This was good and bad. Although, he would not be here to guide or help me out, I also had an opportunity to run the classroom more so, as the substitute was just there to basically monitor.
The lesson was very successful, and I am excited at the pictures that the students developed (which are below). Not that I doubted the class (but it was my first time teaching high school; I was a bit nervous), but it was a relief to see the paintings turn out so well. The discussion was also successful. We took turns going from picture to picture, where the student said what style they had adjusted, why it needed to be, how it was addressed, and if they felt that it was successful or not. Other students could then comment on the work, highlighting the strong points and what worked well. The discussion was very positive, yet offering some constructive criticism. As I had to make special arrangements to be there today, I was only in school for that one period. Discussion ended on time, and I was am very excited that the projected ended so well, even though Mr. H could not be there.
2nd day of lesson!
The second day of the lesson was a workday. The students have made excellent progress already on their projects and I am excited to see what is finished for tomorrow, and I am anticipating an excellent discussion and critique. Many have found the deadline to be a challenge, but as a result, they have put a lot of effort and discussion amongst themselves in finding solutions their problems.
In another class, the 8th graders are learning to paint three-dimensional objects. They color the sides of boxes in a still life, using two different colors and an inward gradient. After one decided to use reflections to ground the objects, many attempted to do the same. It is great to see them motivated by the success of their peers! They have been built up to this point in a very strategic manner, and many are painting successfully because of it. Mr. H. explained that he does each project leading to another, so there is only one variable to consider. For instance, project one is just drawing a box, project two is drawing a still life of boxes, and project 3 is coloring a still life of boxes with crêpe. This way, if a student struggles with an assignment, due to the success of previous assignments, the teacher will know exactly what is not going right. By having only one variable per project, students can learn easier and teachers can teach more efficiently.
I asked Mr. H. about his experiences with evaluations from the principal and such. He smiled at me and said the last time her was evaluated was about 5 years ago. Having taught at his school since the new school was constructed, and having seen five different principals over the years, he had gained a trust from the principal on how he ran the class. The work produced in the class also spoke for itself. I suppose this wasn’t useful to me, as I know that I WILL be evaluated, but it still is amazing to see the amount of respect a teacher can gain for doing exceptional work. He simply said not to worry about it, just teach the way you usually do, and don’t get stress or thrown off by someone watching you.
In another class, the 8th graders are learning to paint three-dimensional objects. They color the sides of boxes in a still life, using two different colors and an inward gradient. After one decided to use reflections to ground the objects, many attempted to do the same. It is great to see them motivated by the success of their peers! They have been built up to this point in a very strategic manner, and many are painting successfully because of it. Mr. H. explained that he does each project leading to another, so there is only one variable to consider. For instance, project one is just drawing a box, project two is drawing a still life of boxes, and project 3 is coloring a still life of boxes with crêpe. This way, if a student struggles with an assignment, due to the success of previous assignments, the teacher will know exactly what is not going right. By having only one variable per project, students can learn easier and teachers can teach more efficiently.
I asked Mr. H. about his experiences with evaluations from the principal and such. He smiled at me and said the last time her was evaluated was about 5 years ago. Having taught at his school since the new school was constructed, and having seen five different principals over the years, he had gained a trust from the principal on how he ran the class. The work produced in the class also spoke for itself. I suppose this wasn’t useful to me, as I know that I WILL be evaluated, but it still is amazing to see the amount of respect a teacher can gain for doing exceptional work. He simply said not to worry about it, just teach the way you usually do, and don’t get stress or thrown off by someone watching you.
Day 1 of lesson!
Day 1 of lesson
Today was an extremely interesting day. To begin with I spent the majority of the day at _______________ Middle/High School. Today was my day to teach the lesson to the 2D II class, and to get in my best teaching mode I decided it would best to be in the environment for an extended period of time. I will admit, I was a bit nervous. The last time I taught a lesson to an actual class, it was 3rd graders, which is a very different scenario compared to teaching sophomores and juniors in high school. It was my first time actually teaching art to high schoolers, and with any new experience often comes a tenseness of nerves.
The lesson I taught was based on the art of the 20th century. Students had previously studied the style and labeled them into 3 groups: like, neutral, and dislike. Having already completed a project in a style that they approved of, it was now time to handle one that dealt with the style that they did not appreciate. First the had to identify a style they did not like. The next step was to identify what they did not like about it. Once they had done this, they had to “fix” the art style based on their complaints. This justified complaining brought up an excellent opportunity to solve a problem.
The project is to last days. Day 1 is Discussion and getting started. Day 2 is a workday, and day 3 will be discussion, critique, and justification of opinions. So far things have been going very successfully. The students were engaged in conversation, and some have begun to work. It’s amazing to see what discussion takes place between students when you get them started and than step out of it. I am very excited to see what they develop. On a side note, Mr. H had told me after class that the students were planning to pretend to fall asleep when I started the lesson!! They couldn’t contain their laughter and the attempt failed. It was quite hilarious, and despite their attempt to test me, they are a very smart and well-behaved group. It is a small class, all girls, so I am not surprised such a tight knit group of students would conjure up a plan, and felt complimented by the gesture. Mr. H. said I handled the class very well and have been done well teaching so far. As I said before, I am very anxious to see where this project goes!!
Today was an extremely interesting day. To begin with I spent the majority of the day at _______________ Middle/High School. Today was my day to teach the lesson to the 2D II class, and to get in my best teaching mode I decided it would best to be in the environment for an extended period of time. I will admit, I was a bit nervous. The last time I taught a lesson to an actual class, it was 3rd graders, which is a very different scenario compared to teaching sophomores and juniors in high school. It was my first time actually teaching art to high schoolers, and with any new experience often comes a tenseness of nerves.
The lesson I taught was based on the art of the 20th century. Students had previously studied the style and labeled them into 3 groups: like, neutral, and dislike. Having already completed a project in a style that they approved of, it was now time to handle one that dealt with the style that they did not appreciate. First the had to identify a style they did not like. The next step was to identify what they did not like about it. Once they had done this, they had to “fix” the art style based on their complaints. This justified complaining brought up an excellent opportunity to solve a problem.
The project is to last days. Day 1 is Discussion and getting started. Day 2 is a workday, and day 3 will be discussion, critique, and justification of opinions. So far things have been going very successfully. The students were engaged in conversation, and some have begun to work. It’s amazing to see what discussion takes place between students when you get them started and than step out of it. I am very excited to see what they develop. On a side note, Mr. H had told me after class that the students were planning to pretend to fall asleep when I started the lesson!! They couldn’t contain their laughter and the attempt failed. It was quite hilarious, and despite their attempt to test me, they are a very smart and well-behaved group. It is a small class, all girls, so I am not surprised such a tight knit group of students would conjure up a plan, and felt complimented by the gesture. Mr. H. said I handled the class very well and have been done well teaching so far. As I said before, I am very anxious to see where this project goes!!
Sunday, April 10, 2011
Day 3
Day 3 was great; the students are becoming more comfortable with me and are beginning to ask me more questions! I even got to contribute to the lecture that Mr. H. was giving, which I appreciate because I gave a greater source of credibility and authority. This was important for me, especially with the 8th graders. I’m starting to feel less and less like an observer, and more like an actual teacher.
In one class, Advance High School Art, they are doing large self-directed paintings. They are working in teams of two, painting themed collages that are about 7ft long by 2ft tall. There are special holders for these set ups in the halls, and many painting of this project from the past fill the halls. The project is mostly self-directed, and the students are working at very different paces.
Mr. H. and I have decided on a lesson for me to teach, and I will be coming in to do it on Monday through Wednesday. That puts me in a bit of a crunch situation, but I think it will be a good learning experience for what it will be like as a real teacher. A little pressure will be good for me, and I will be sent the criteria for the lesson this weekend. I am not writing my own lesson because Mr. H. has a specific agenda for what to teach this class, and I have to respect that. The class I will be teaching is 2D II, the most advanced class offered this semester. Although I have not been in this class due to my schedule, I will making special arrangements for next week, as Mr. H. feels that I should be teaching this class for the best experience.
In one class, Advance High School Art, they are doing large self-directed paintings. They are working in teams of two, painting themed collages that are about 7ft long by 2ft tall. There are special holders for these set ups in the halls, and many painting of this project from the past fill the halls. The project is mostly self-directed, and the students are working at very different paces.
Mr. H. and I have decided on a lesson for me to teach, and I will be coming in to do it on Monday through Wednesday. That puts me in a bit of a crunch situation, but I think it will be a good learning experience for what it will be like as a real teacher. A little pressure will be good for me, and I will be sent the criteria for the lesson this weekend. I am not writing my own lesson because Mr. H. has a specific agenda for what to teach this class, and I have to respect that. The class I will be teaching is 2D II, the most advanced class offered this semester. Although I have not been in this class due to my schedule, I will making special arrangements for next week, as Mr. H. feels that I should be teaching this class for the best experience.
Day 2
Mr. H is great to work with. He has only one rule: be nice. When students want to use the restroom, he lets them go without a pass or anything. If they cause trouble when they are gone, they will not be allowed to go again. Other rules are not listed, as they are basic school rules, involving food in a lab, profanity, fighting, and whatnot. The students are well behaved for the most part, and listen when Mr. H. calmly asks them to stop misbehaving. The classes I am observing in are 8th grade art, advanced high school art, and 2D II. I am also usually present for a sign language class that takes place between art classes that is very interesting. Procedures are basic; attendance, cleanup, and rules are well respected and done with a naturalness that seems to have been developed out of habit.
Mr. H. has an abundance of knowledge, and we never run of things to discuss. All things are very relevant, insightful, and I feel like I have learned more from him in 2 days than I could learn with others in a semester. I fully intend to student teach under him if possible. He believes in what he does and has such experience and insight that I almost can’t imagine student teaching under another. We have already begun discussing what lesson I will be teaching, and his lesson are amazing, incorporating higher thought that goes far beyond art itself, teaching students things without them even realizing the new skills and knowledge they have acquired beyond the art itself, but it is clearly evident to me as I watch them work and discuss. I believe I will be teaching the 2D II class, maybe as soon as next week!
One question I had for him was why he got into teaching. When Mr. H. began his teaching career, he was a biology teacher. Being that his father was an artist, he eventually learned to teach it, saying it was something that he tried to get away from but couldn’t. Haha! I guess the power art has over people is strong. He says he enjoys teaching art much more, as it involves life skills and knowledge from other disciplines as well as personal expression. I feel that it is good when a person knows they want to be a teacher before knowing what they want to teach, as it shows there interest in the development of children rather than their own personal interests (although when you chose a discipline you will likely pick the one you know the best). It not a matter of if subject passion is important for a teacher (as it obviously is), its just that the priority should be dedication to the students and their growth. I feel Mr. H. is an example of this, and I’m glad that he is teaching a subject he loves to students that he cares about.
Mr. H. has an abundance of knowledge, and we never run of things to discuss. All things are very relevant, insightful, and I feel like I have learned more from him in 2 days than I could learn with others in a semester. I fully intend to student teach under him if possible. He believes in what he does and has such experience and insight that I almost can’t imagine student teaching under another. We have already begun discussing what lesson I will be teaching, and his lesson are amazing, incorporating higher thought that goes far beyond art itself, teaching students things without them even realizing the new skills and knowledge they have acquired beyond the art itself, but it is clearly evident to me as I watch them work and discuss. I believe I will be teaching the 2D II class, maybe as soon as next week!
One question I had for him was why he got into teaching. When Mr. H. began his teaching career, he was a biology teacher. Being that his father was an artist, he eventually learned to teach it, saying it was something that he tried to get away from but couldn’t. Haha! I guess the power art has over people is strong. He says he enjoys teaching art much more, as it involves life skills and knowledge from other disciplines as well as personal expression. I feel that it is good when a person knows they want to be a teacher before knowing what they want to teach, as it shows there interest in the development of children rather than their own personal interests (although when you chose a discipline you will likely pick the one you know the best). It not a matter of if subject passion is important for a teacher (as it obviously is), its just that the priority should be dedication to the students and their growth. I feel Mr. H. is an example of this, and I’m glad that he is teaching a subject he loves to students that he cares about.
Wednesday, February 23, 2011
First Impressions
Upon entering the middle/high school for the first time, I felt a strange sense of nostalgia. That morning, school had been delayed due to excessive fog. After a long and dangerous drive, I arrived only to find myself more nervous about being back in high school than about driving through whiteout conditions on a cold winter morning!
After checking in at the office and putting on my visitor's name-tag, I walked down an extremely long hallway. At the very end was the art room. An absolutely empty art room. As I wandered inside, I realized it wasn't empty. In the back was my cooperating teacher (who we'll call Mr. H) sitting at the pottery wheel making a mug. As I approached I was greeted with a soft, thoughtful voice. After introductions, it was explained that students would be in shorty, late due to the fog. Speaking with him for only a few minutes, it became very apparent to me that this man thought on an entirely different level than other people I had met. He spoke in a way that expressed many years of experience, outlining a thought process that saw things in way that I had never considered. Soon the student would come in, ending a first impression that I will never forget. If it wasn't intimidating enough being back in high school, I had to observe and teach under an absolute genius!
My name is Mr. K. This semester I will be pre-teaching at _________ Middle/High School. Over the next few weeks I will be documenting m experiences with Mr. H, and reflecting on what I learn on my journey to becoming an art teacher.
After checking in at the office and putting on my visitor's name-tag, I walked down an extremely long hallway. At the very end was the art room. An absolutely empty art room. As I wandered inside, I realized it wasn't empty. In the back was my cooperating teacher (who we'll call Mr. H) sitting at the pottery wheel making a mug. As I approached I was greeted with a soft, thoughtful voice. After introductions, it was explained that students would be in shorty, late due to the fog. Speaking with him for only a few minutes, it became very apparent to me that this man thought on an entirely different level than other people I had met. He spoke in a way that expressed many years of experience, outlining a thought process that saw things in way that I had never considered. Soon the student would come in, ending a first impression that I will never forget. If it wasn't intimidating enough being back in high school, I had to observe and teach under an absolute genius!
My name is Mr. K. This semester I will be pre-teaching at _________ Middle/High School. Over the next few weeks I will be documenting m experiences with Mr. H, and reflecting on what I learn on my journey to becoming an art teacher.
Monday, February 21, 2011
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