I Trust You.

“I trust you,” I told one of my students when she explained what she wanted to create in response to a project prompt.

I am proud that I have built a culture of mutual trust and respect in my classroom, and I would not have been able to do that without building relationships with my students.  I genuinely enjoy learning about my students’ families, cultures, after school activities, likes and dislikes… I even refer to them as “my kids” when I tell stories about my classes.

Relationship building is an essential foundation for a culture of trust.  Because I know my kids the way I do, I am able to trust that when they want to try something new, veer a little from the path I was planning to take them on during a lesson, or even use completely different or nontraditional materials than what I have prepped, I let them travel that road.  I trust that they are making creative decisions to express themselves and taking risks because they want to learn more deeply.  I even trust that, for the most part, they will clean up after themselves.  It’s a simple thing, but knowing that they will take care in their use and organization of shared materials is paramount in an art room.

This trust has led to many incredible class discussions about the world and our place in it.  It has led to inspired products that would have never been created if I didn’t trust my students.  We’ve had great debates about what art is, is not, and can be.  Kids are comfortable asking for guidance from their peers, and kids are comfortable giving guidance respectfully and constructively.

I’m okay with things not going according to my plan all the time, because it means I’m empowering my students to take ownership of their own learning paths.

#IMMOOC Week 4


Workshop Days and Removing the “Big Table Demo”

What is one thing that you used to do in education that you no longer do or believe in?  Why the change?  #IMOOC Week 3

I try to mix up the projects we create each year so that the students aren’t just doing the same ol’ thing.  I also try to mix up the way I deliver the content, skills, and techniques to students each year so that I am always keeping current in my practice and working towards continually meeting everyone’s needs.

My absolute favorite thing that I’ve done new this year was to get rid of large group demonstrations.  *gasp!*

I wanted to workshop a few skills to help create choice for our first art project this year, and in order to do that, I would have had to teach 14 different techniques to 6 different classes.   Feeling overwhelmed at the thought, I took the idea of a flipped classroom and filmed short videos to demonstrate each technique.  We called it “Workshop Day.”  Kids watched the videos of me teaching; they could pause, fast forward, and rewind as needed.  At first, I felt like I was cheating a little, because although I had technically “taught” all of these lessons on camera, I wasn’t having the whole class meet together to watch me do it live.

Then, I observed something really amazing.  Kids who either already knew how to do something, or picked up a technique very easily, could skip ahead.  Kids who needed things repeated could re-watch, and I was able to work more one-on-one with anyone who might be struggling a bit.  As a result, each student in my room felt that they were able to master most of the techniques, appreciated learning at their own pace, and retained much more.

I’ve since found ways to incorporate this strategy into many of our projects, and so far it has been extremely successful.  It has allowed me to introduce more student empowerment of choice in either materials or concepts, and kids just seem to be “getting it” more when we cover some of the more difficult topics.

I still use whole class demonstrations from time to time, but only when it feels appropriate for what my students need at that time.

Why I Embrace Change #IMMOOC

I teach middle school art.  In 6th grade, students are all required to take art.

And I am quite cognizant of the fact that for some of them, to put it nicely, I am not exactly their favorite subject.

So I start every year with a little speech.  I tell them to throw away all of their preconceptions.  I talk about growth mindsets.  I tell them that we are going to make mistakes.  A lot of them.  I tell them that I purposefully do not buy things like whiteout.  (This usually gets some murmurs of disapproval.)  I let them know that they will learn much, much more than visual art during our time together.  That they will grow as artists and citizens and humans.

Some of them won’t believe me yet.

We start our year.  Inevitably someone asks me for whiteout, and I show the class how to change a “mistake” into something new and purposeful and creative.  I am excited to do something new to enhance a lesson, and it completely bombs in fifteen different ways.  I stop the class and acknowledge it.  And I show them how I turn around my own failures.  And we talk about what could be done differently next time.  And we do it, and it is so much better after.

We grow.

I have learned to embrace change.  Every year it seems that we have a new district initiative, a new tool, a new acronym.  And I’ve been around in education long enough now to see a lot of those new things quietly disappear the following year, replaced by the newest new.

And guess what?  Every time, I still jump in wholeheartedly.  I try new things.  I fail at some new things.  I succeed at some new things.  I learn more about myself as an educator.  I learn more about what I like to use and do and share and what works best for me and my classroom and my students.

My students see this.  We grow.

The kids who don’t really like art will tell me at the end of the year that they enjoyed their time with me.  The kids who are nervous about expressing themselves so openly will gain more comfort and confidence.  Students who were afraid that they would mess up will take more risks, and will know what to do if the risk doesn’t work out as planned.  We grow.

So I embrace change.  I embrace innovation.  I take risks, I make mistakes, I adjust, I grow.  My students see this.  And I think my year is all the more exciting and successful because of it.


Mindful Moments

I have historically seen a rise in behavioral issues and lack of motivation in my own classroom around this time of year.  My students have been dealing with the usual academic pressures, as well as unease in their lives outside of school.  Negativity and defeatism can spread like wildfire, and it is important to be proactive and consistent in keeping our students and schools positive and motivated.

I introduced something called “Mindful Moments” with my classes.  Essentially, the process goes something like this:

  1. Sit with your feet flat on the floor, and back straight.  Hands can be in your lap or on the table, clasped or unclasped, but they should be empty.  
  2. Close your eyes.
  3. Think about your day so far, or how you would like your day to look.  Set a positive intention for the day, or decide on a positive goal you would like to accomplish.  Your goal could be something personal, small, large, or something that could affect our greater community.  
  4. When you are ready, open your eyes.

Mindful Moments take about 30 seconds to 1 minute out of your instructional time.  They help build upon students’ social-emotional education by having them set goals, take much-needed brain breaks, and have a time to reset their ways of thinking into more positive outlooks.  They can be done anytime; usually I do them at the start of each class, but I have also introduced the process as something to do whenever you are feeling stressed or anxious, or whenever you need a mental break.  

Mindful Moments don’t have to stop in your classroom – they work for teachers just as well!

How do you introduce mindfulness in your classroom?  How do you support your students’ social and emotional needs?

How Your Hallways Can Educate

As an art educator, part of my responsibilities is to display a continuously rotating exhibition of student artwork.  It takes a lot of time to make everything look nice, fit well within the bulletin board space, and really showcase each student’s hard work.  And yes, it is disheartening when many people don’t stop and take a look.

That’s why I like to create interactive displays.  They may take a little more time to put together, but the benefits reaped are worth it.

Interactive displays engage the viewer to actively participate.  The displays may include anything from “please touch” sections, QR codes to scan with your smart phone, flip-able questions and answers, and even spaces to write responses and encouragement.  Each interactive display is able to educate other students, teachers, parents, and the community about the topics or skills that students have learned in your classroom.  As a result, (and because they are just so darn fun!), more visitors tend to stop, look at, and play around with your displays, and people become excited to see what you’ll do for the next one!

Interactive displays are not just limited to student art displays.  Showcasing a math project?  Put a few of the equations up for viewers to solve.  Student reports on ancient civilizations going up on the cork strip?  Have students create a visual mural for the wall setting the scene, complete with QR codes that link to more information about the culture.  A world language class studying restaurant vocabulary could have a mini cafe set up with labels on items in French or Spanish!

What are some interactive displays that have been created at your school?  What feedback have you gotten about interactive displays?



The Power of Peer Observation

Sometimes the best way teachers can learn and improve is by observing each other.  So why aren’t we doing it more often?

When someone enters a classroom for an observation, even the most veteran teachers can get nervous.  No one wants to feel scrutinized or appear less than at our best, especially in front of our colleagues.  To ameliorate this reluctance towards peer observation, the first step is to make the practice commonplace.  We must foster a community of open-doors and low-risk observation to truly create a positive and productive learning experience for both observer and observee.  (The bonus of this practice is that it makes those higher-stakes evaluative observations seem a little less nerve-wracking too!)

To begin this transformation, try recruiting a few teachers who are willing to invite others into their classroom hold “open houses” where other teachers can come and observe.  Hold professional development sessions to create observation protocols so that teachers know what to expect, look for, and reflect upon throughout the observation process.  Teachers can take the first steps by asking trusted peers to observe specific lessons for certain objectives – classroom management, student engagement, learning group dynamics, etc.

Does your school foster peer observations?  What can you do to help create this within your school community?