I agree completely with your comments, Ann, as well as the other one on
special populations classes. Here's another sad, but true, example of
others' views of us: an art teacher friend of mine was telling me about
an observation by a principal during one of her first years. He
observed her for 15 minutes (instead of the required period) and left.
When she asked him about it, he responded "Oh, don't worry about it.
You're not a real teacher, anyway."
Linda in NC > ---------- > From: Ann Weaver[SMTP:aweaver] > Reply To: aweaver > Sent: Saturday, April 25, 1998 1:00 AM > To: artsednet.edu > Subject: scheduling > > Sherry, although there are many art teachers who share your problem, > it > doesn't seem to make it any easier when it is you. I have been there > with 7-8 classes a day runnng from room to room. You might get some > suggested guidelines for scheduling from your supervisor(if you have > one), state dept. of ed. or from the NAEA, but with site-based > management it is really up to your local administration and I've been > told that in NC they can do about what they want to with "special" > classes. If you are not already doing it, form a network of art > teachers in yor LEA and meet regularly to discuss things like > scheduling. There is strength in numbers and you might be able to > share > some strategies that have worked. Before you meet with your > administrator or whoever makes the gosh awful schedules you describe, > get all your information/facts together and approach the needed > changes > with how it will benefit the children. Also, try to get involved with > the leadership team at your school where your voice will be heard so > you can have some input when scheduling comes around. > > This year I became involved with peer coaching for the first time and > my > peer coach happens to be a second grade teacher. After observing a > few > of my classes her comments were things I've been saying for years: 1. > > The kids seem to be frustrated because they have to stop and clean up > just when they are really getting involved in a project(this was fifth > grade). 2. "They" don't give you enough time between classes to get > ready for the next one. 3. You mean "they" send 28 kindergartners in > here without the teacher assistant to help you?! ( Our kindergarten > teachers(and I love 'em, really) would fall apart if they thought they > had to work with 28 kids painting at once - you know they only allow 1 > or 2 kids to paint at any one time in their classrooms and then the > teacher assistants have to help. Most classroom teachers have no clue > as to what we go through(and then again most of us haven't walked in > their shoes), so the "schedule makers" probably don't know either. > Some don't care, but many are simply ignorant of what we need to be > the > best teachers that we can be. It is distressing to be put in a > position > where you have to compromise what you know you should be doing. I > well > remember one principal who told me not to worry about any of that, > just > have the kids do a little picture so they would have something to take > home to mama. Guess he thought I was the babysitter. I also remember > how in awe he was of what I was doing in that dinky, dark basement > room > when he first observed me and I was doing a lesson that involved > discussion of artwork by several different artists and the application > of the information derived from that discussion. It was one of those > surprise observations, but the children were really involved(thank > goodness) and my principal learned a lot more than art that day. > > Anyway hang in there and keep trying to improve your situation instead > of waiting for "them" to do something else to you. You gotta lotta > friends out here. It's 2:00am and I probably haven't made much sense, > but I do care what is happening to you. ann in nc >