I would like to throw a couple of additional ideas into the discussion
of classroom management. First I would like to comment on the use of
writing as punishment. When kids come to art they want to MAKE
something and that is the teacher’s point of leverage. But we do them a
disservice by equating writing with “punishment” so think carefully
about how you approach that. Otherwise when you later ask the students
to do reflective writing, poetry, or informational writing they will
groan and perceive it as punishment.
While it is true that your first task with an incoming group is to
establish classroom guidelines, it does not have to be done with a long
lecture – it can be your first art assignment. Kids beyond lower el
already know most art room rules so get them involved in articulating
them. Brainstorm what rules are needed to have a good art room. Write
them on the board and then assign each child a rule to illustrate. You
may have to add some they forget and encourage them to state the rule
in a positive way – “Work quietly” instead of “Don’t yell.” Anticipate
drawing problems many will have and incorporate a couple of
demonstrations, like maybe how to draw a table in perspective. I have
them do a rough draft first and then they do a finished drawing with
markers. The rule gets written neatly at the bottom of the drawing. I
have either gathered these finished drawings in a notebook labeled
“Mrs. Frank’s Class Knows Art Room Rules” or I have put them up on
classroom walls “6th Grade Knows the Art Room Rules”. If there is
further failure to abide by rules, that student gets to draw an
additional page for the book while the rest of the class moves on with
more interesting assignments and materials.
I tolerate no speaking at all when I am giving instructions. Students
who do so stand at the perimeter of the room for 10 minutes so they can
still listen but then must wait to resume work (never put kids in
hallway). With serious problems I call home immediately from classroom
(I used my cell before we had phones in room and I will call Mom or Dad
at work). I have the student tell the parent what they did wrong first
before I speak. With administration support you can use the big one –
parent must sit in class with student before they can return to class
–I have done this only 3 times in 12 years in public school but it
really works.
Finally, positive words are your most effective tool – when a disruptor
has a good day, tell them. Several good days, tell their parents.
Here’s a story: I had a 7th grader who gave everyone nightmares. He
loved art but his behavior was atrocious. I tried every strategy. We
were doing a project with exacto blades and I told him he would have to
use scissors. He begged to use the knife. I told him if he moved from
his seat or did anything to worry me he would be using his teeth to
finish the project. He sat there for the next 40 minutes and was
perfect and did an exquisite job. I kept him after class, praised him
and called home. Dad saw the school number on the caller ID and braced
for the worst. He was so thankful – he told me I made his day and the
boy got more praise when he went home. He is now an 8th grader and has
been nearly perfect in my class since then – helpful, on task, a
pleasure to have in class.
