But if people decide to walk through during studio time,
> they are going to see students working, and me floating from table to
> table to answer their questions.
What I did if anyone walked through was immediately welcome them into the classroom, and then picked the kid who was not known as an academic, or on the student council, or in sports (you know what I mean), and say "Ralph, please tell Dr. Johnson, what you are doing", and then I would say, "Dr. Johnson, you are encouraged to speak to any of the students working, they will gladly tell you what they are working on and how they are going about it". Oh, and by the way, my "Ralph" would be the kid that shines in the art class (NOT necessarily the best art student), who adores me, and who would do anything for me because art changed his life. We all have "Ralphs" in our classroom. In this way you are on the offensive, the kids back you up, and Dr. Johnson's power is diffused. Also, my kids knew how to use vocabulary (as yours do as well), and even if no one was ever visiting the classroom whenever I heard art terms used, I would purrrrr "Oh, I love a kid that uses art terms"...of course the kids thought I was nuts. LOL.
I taught for 35 years before I retired, and I understand how it gets a bit "old" as each administrative team changes their way of dealing with observations. I was determined from day 1, that I would not be intimidated, and actually I ran the show. I NEVER had a supervisor who was an art person, so naturally I knew more than they did from day 1, and I proved it constantly. YOU are the expert.