Your Students - Relationships, Expectations, and Classroom Management

Your Students

Much of this information will be second nature to seasoned teachers, but for classroom teachers venturing into the world of arts integration, the "Expectations" section could prove especially helpful!

• Relationships
• How do you relate to these small people?
• It can be daunting to find yourself the subject of gaze for 20-35 pairs of eyes, no matter if they are age 3 or 18. What are they thinking of you? What are they giggling at? The short answer - this is weird for them, too. They might have all different thoughts running through their head, from trepidation to past experiences to hope. What you can do is simply show them that you are enthusiastic to be there with them and set the tone for the great things that you know they can achieve in your room.
• Use any time that you can to build small connections. Compliments go a long way with the younger set - they love their new shoes, too! How was their weekend? Talking about their favorite things and your favorite things is an easy beginning. With the older crowd, there will be more of a mixed bag. Some will be happy to talk and others more uncomfortable. Use a personal project as a jumping-off point to see if they love sports or music or the newest apps you have no idea about.
• How much of yourself...should you be?
• This is an especially big question for teachers first starting out. I remember feeling so strange transitioning from a student myself into an authority figure that also had to be likable...while being 5'2"with high school students. I honestly just channeled my own high school art teacher and how she might have reacted in the situations I was encountering until I figured out what I was really like as a teacher. For me, this was much more easily done at the elementary level, but each person is different! Don't be afraid to fake it 'til you make it.
• Do let your students in a bit. While there is always going to be a level of professionalism necessary, students like to know about you, too. Making those connections helps to engage them with you, the classroom, and eventually their learning. Laughter goes a long way, and students learn better from someone that isn't always stonewalling them.

• Expectations 
• Can a kid do this?
• I think this is a question that any teacher will wonder about a new project yet untested. At what level do kids really work? The answer is more a developmental one that runs throughout a range of ages. Their skill set is also dependent upon what activities they like to do in their free time. You can begin to see which students spend lots of time drawing or building versus those who prefer gross motor skills or passive sedentary time. 
• There might be little in the way of knowing how students will take to a project ahead of time, but quick "pretests" can tell you some information and get them loosened up ("Make a dough animal in just 90 seconds," "Build the highest tower you can with a friend using only these materials," etc.). You should also have various ways of extending or scaffolding projects. Start in a middle ground with modest structure to the project, then decide if you can loosen the rules for more creativity or if you need to take a more I do - you do route of step-by-step guidance.
• Lastly, if you need to completely change something or scrap it, just be honest and say that things didn't quite work out with the materials the way you expected and that you have a different plan to try. Or, use it as a time for students to analyze how things could be improved.
• But what is it supposed to be?
• One of the most useful phrases I learned while getting my teaching certification was, "Tell me about your artwork." Instead of, "What is it?" which can be embarrassing and hurtful to the artist, the former question opens things up not only for them to describe their physical artwork but also their thinking and the story behind it. When you see scribbles, they see a tornado. There is always a story! Even if they are just playing with colors and design, there is value there. Support their personal victories by saying, "I like how exciting this looks," or "You really took your time," instead of a vague and value-laden, "This is good." 
• Critique ideas
• I'm in the process of trying to shift my students' questions of, "Do you like it?" and "Is this good?" to have them decide for themselves. I give them examples to look at, and I want them to compare, contrast, and figure out how they feel about their own work. 
• If there is clearly a student rushing through and not trying their best, I will often say, "Think about these areas of white...how would it look if they were filled in like these parts?" or "This is a great start - now you might want to make your lines bold so we can really see them." 
• I also love having students go around to do a "gallery walk." This involves leaving all the work at their seats and students move around. I often begin by saying, "I love how everyone is coming up with such different creative solutions...I want you all to be able to take a look," and then reiterating the rules of no touching and no unkind comments. Sometimes having students see the work of their peers can incite them to make their own better or give them new ideas.

• Classroom Management
• Don't lick that...and other things you never expected to say.
• Kids of all ages do weird things. I often find myself saying, "Why would you do that?" only to be met with shrugs. The situation will determine if they need a health and safety discussion, separation from their peers, or a change of materials.
• Simple rules, straightforward consequences.
• Establishing a few simple rules (that can encompass many things) and straightforward consequences can keep you from blowing up when things go sideways. The calmer you can stay in the heat of the moment and deliver your pre-determined consequences, the more smoothly everything will run. Easier said than done, yes. Important to keep working on, also yes.
• Motivation
• Some kids just "don't feel like it." Oof. All those hours of preparation and enthusiasm and now you're met with Mr. or Miss Bump on a Log. The reasons and reactions here will be varied depending on the situation or student. Sometimes a simple, "Well, this is what we're doing" is enough to get someone going. Other times, you may need to dig more deeply. Are they intimidated? Do they need the directions again? Do they wish they could do it in a slightly different way? Would they do better working with a partner? Did they get little sleep the night before? These can be difficult to suss out when you have 24 other students needing you, but it can be worthwhile to have a quick conversation rather than simply feeling the sting of rejection and defiance.