As my students worked throughout the year, many of them developed a sense of pride in their artwork and marveled at their ability to create beautiful artwork. There were students who joined my class without any previous experience in an art classroom, students who had not taken an art class since the beginning of middle school, and others who had been taking art every year that they were in school. Regardless of their backgrounds though, the students in my class were able to be challenged and produce quality works of art that they could be proud of. Through scaffolded learning and continuous support and encouragement, I was able to develop a classroom community where all students felt accomplished and successful in art.
A flawlessly executed group project during the drawing quarter completed by three students from my period 7 class who had no experience in art.
Another excellent group project during the drawing quarter completed by three students from my period 7 class who had limited experience in art.
The above left art work was selected to be displayed during a student gallery show in the fall. The three students who created the drawing were so proud to have their project displayed for the whole school to see. They took photographs of it to show to their friends and family; they argued over who would take it home at the end of the year; and they begged to have it posted on the classroom wall after the show for my other students to see. Their enthusiasm for their work exemplify the kind of supportive, confident, and comfortable classroom community I strove to create.
This is the classroom contract that students and I collaborated on, which was posted on the wall all year.
As part of creating a safe learning environment, I spent one day creating a classroom contract with my students. I facilitated a discussion around what a productive classroom looked like. Students heard my point of view and I heard theirs. As a result, we came up with the five major components of the classroom contract as shown above. All students signed their name on a single sheet of paper, per class, that was posted on the wall next to the contract. Their signatures symbolized their commitment to following the contract. If they violated any of the agreements, a point for each violation was taken off their quarter grades. In the beginning it was difficult for some students to follow the contract, but as the year went on my classes as a whole were able to hold themselves to a higher behavior standard as they became accustomed to the point system. They realized that individually adhering to those standards created a safer and more productive learning environment for everyone.
I also introduced to my students a kind of suggestion box that I called a “Parking Lot.” It was a place for students to leave optionally anonymous comments about the day’s lesson, what went well or did not go well with a project, a suggestion for my improvement, etc. I would read their notes at the end of the day and use them to adjust my teaching for the next day. I provided post-it notes on my desk for students to write their comments on. The box was placed on top of the cabinet next to my desk, so students could reach for it to place their comments in.
My “Parking Lot” box.
Some sample comments that students wrote in the “Parking Lot.”
Throughout the year, I was able to develop relationships with my students in which they felt supported and encouraged in all aspects. I provided them with knowledge and new experiences in my classroom. They felt care and compassion whenever we interacted, both inside and outside my classroom.
A note one student left for me that was posted next to my desk.