Classroom Management Strategies
The Physical Space:
Depending on the lesson, I like to set up the environment to promote the collaboration of ideas. This is the physical set-up of my dream classroom scenario:
Classroom Expectations
5 P's that Ms. (P)helps Says to Be ...
Be Prompt - Be here, and be on time. Your ideas are important, and we desire to hear them and help them grow. However, we can’t share in your ideas if you are not present.
Be Prepared – We look, read, write, create, present, and discuss in this class. Bring your smocks, smiles, questions, and ideas to class each day.
Be Productive - Maximize your learning by staying on task, carefully following directions, and engaging in class activities and discussions. Learn something today that you did not know yesterday.
Be Polite - Be kind or neutral to everyone. Be patient with yourself and others. Be respectful to yourself, your classmates, your teacher, your supplies, and your classroom. Contribute to the community in a positive and uplifting manner.
Be Passionate - Jump into this class with both feet. Not for a grade, but for your own growth. Be daring, be different, take risks, make mistakes, discover something unexpected, and create something you are proud of.
Consequence procedures and plan
My plan for when rules are not followed are as follows: Infractions against any of “Ms. (P)helps’ 5 Ps to Be” classroom expectations and rules do have its consequences and will be documented by me.
For the possible first infraction, it will result in simply a non-verbal warning, but the student receiving a green paper circle laminate with a frown face on one side (indicating a sad pea), with the other side written with the text: “You have received this PEA as your actions go against the 5 Ps Classroom Expectations. Please reconsider conduct so that you can fully benefit from the art class experience.”
The second infraction will warrant a verbal warning issued by myself to the student. I will take them aside to speak with them.
For the possible third infraction of the same infraction, I will assign the Art student to be the last one out of the classroom the day of the offense.
For the fourth offense, a letter outlining the student’s infraction will be sent home and requested to be signed by the Art student's parent or legal guardian, and returned to me the following day.
For the fifth offense, I may schedule a meeting with the Director/Principal, the Parent or Guardian, the Resource/Special Educator (if applicable), and the art student, to come up with feasible solutions to the issues in the class.
On the FLIPSIDE: Positive Reinforcements
I would also like to reward exemplary behavior in the classroom by using positive reinforcements. Each time students/classes come for art they will try to earn an art Sparkly Pea for their class’ pea pod! The classes that fill up their pea pods at the end of each grading period with sparkly peas will earn a special art day in which they will be given options similar to a choice-based classroom experience. However, sparkly peas are hard to earn! Only classes that work hard and as a team to follow the art room rules will be able to earn a sparkly pea.
The Art Room as "Dinner Party"
If time would allow me, I would choose to organize my Art classroom much like the dining tables of a Victorian-era hostess who would take great care to plan the setting, food selection, and social paring of her guests:
There would be an appropriate themed centerpiece greeting my students such as my art prototype, or a projection for my motivation, to help focus the students' attention. Students would have set for them at their places, their individual works/materials and art supplies, similar to a dinner party guest's place setting and utensils. Once the students have learned what is on the menu for the day, they have their “utensils” at their place, to begin creation.
For my high school students, I might plan for the more casual “Buffet Style” dinner party as students are expected to retrieve their own works and select appropriate materials from designated storage areas and materials table that she organizes in advance. The CT takes great joy in crafting and planning each class’ unique “dinner pARTy” experience and the students respond favourably to attending them.
If time would allow me, I would choose to organize my Art classroom much like the dining tables of a Victorian-era hostess who would take great care to plan the setting, food selection, and social paring of her guests:
There would be an appropriate themed centerpiece greeting my students such as my art prototype, or a projection for my motivation, to help focus the students' attention. Students would have set for them at their places, their individual works/materials and art supplies, similar to a dinner party guest's place setting and utensils. Once the students have learned what is on the menu for the day, they have their “utensils” at their place, to begin creation.
For my high school students, I might plan for the more casual “Buffet Style” dinner party as students are expected to retrieve their own works and select appropriate materials from designated storage areas and materials table that she organizes in advance. The CT takes great joy in crafting and planning each class’ unique “dinner pARTy” experience and the students respond favourably to attending them.