Week 11 - I believe a successful teacher is primarily a matter of...

I believe a successful teacher is primarily a matter of balance. I think that to be successful teacher we have to be able to juggle a sense of humor, our expectations, consistency, and maintain objectivity. This is true because I believe each student is different, and to know your students is to know the best way to teach them.

A sense of humor is essential for dealing with difficult situations, behavior management, and relationships with other staff members. Our expectations of students must be changed to adhere to their abilities, previous knowledge, and outside factors besides school that affect them. We, as teachers, must be consistent while also being flexible, and open to discussion and change. Being a successful teacher also means maintaining objectivity. Being fair is essential. Evaluating the situation, and realizing that every rule that applies to one student can not, or should not apply to another. Juggling all of these qualities  during the school day essentially means that you have to know your students. I have to know which students are having trouble at home, are on an IEP, or have a para-educator with them. I think it really all boils down to knowing your students and balancing their needs.

Week 10 - Professional Development

Lately I have been able to attend the district art staff meetings. The topic for most of the meetings has been really useful because it has been based on technology. I have learned about calibrating smart boards, alternate uses for the elmo, and ladybug, and I have also learned a bit about stop animation. This link shows a stop animation created an art teachers and his students:

The Robot and the Butterfly

It utilizes technology in a different way to create classroom art that involves the whole school. I think that when there's a set subject for professional development days, they can be very useful for finding new, cool, fun ways to create art in the classroom.

Week 9 - Problem Solving/ Critical Thinking

How is problem solving/critical thinking taught through art? What are
some different strategies you have used to promote problem solving/
critical thinking?

So, this week has been an interesting first glimpse at the innermost workings of high school. I am still learning about the psychology involved in teaching high schoolers, because I have not had as much practice or experience with them. 

Artists are constantly problem solving. I think one of the roughest, toughest parts of being an artists is trying to create with a material that has boundaries. Glass is one of those materials. For example, you can't cut L-shapes or 90 degree angles without the glass breaking into multiple pieces. Problem solving and critical thinking has been a big topic for students in my Glass Working classes. Students this week have been creating a design for the stained glass windows that they're making. There has been a lot of problem solving so far as part of this step. Students must cut and piece together their glass pieces like a puzzle. Eventually we will sauter all the pieces together. The biggest issue with this assignment is getting students to simplify their designs, and work within the parameters of the materials (no 90 degree angle cuts, pieces must all fit together like a puzzle, no L-shapes etc.). A good stained glass design looks something like this: 

It has simple shapes, and can fit together like a puzzle. This week I have spend a lot of time trying to help students create a stained glass project that will lend itself to these qualities. I have found that the best way to promote critical thinking and problem solving is to get the students interested in a project that relates to them. If they care about the outcome of their project, they'll be more motivated to work on it outside of class. I've also paired students up to promote problem solving. There are more advanced students in the class who have already taken Glass Working. When some students were having trouble making their designs, I asked other students with insight to help them. This frees me up to continue to walk around the class and assist others, and because I haven't had any experience with glass up until this point, students are getting good advice from someone who has a lot of skill and practice with glass.