Personal Classroom Management Style
As a teacher, I believe that it is my role to instill in my students a sense of responsibility through giving the freedom of choice (Fay, Fay, & Cline, 2015) and the desire to strive for excellence in the art classroom. My classroom will be a place where students feel safe to learn from failure and make the mistakes necessary to grow and improve their artistic skills and visual problem solving. My expectations require students to apply themselves wholeheartedly to the learning process, whether they plan on pursuing art outside of the classroom or not.
In order to set these expectations of self-discipline and proactivity in the classroom, I must first challenge myself to be capable of modeling these same qualities for my students (Bailey, 2014). Because my greatest passion has always been to listen to others and meet them where they are at, I look forward to having a classroom where I can come alongside my students in order to guide their growth and development. My teaching style will incorporate the use of enforceable statements (Fay, Fay, & Cline, 2015), so that I may focus on creating a climate of positive expectations and freedom for the student to take ownership of their choices.
I perceive the art classroom as providing countless opportunities to give intentional encouragement and feedback to students in order to energize their success (Glasser). Building this positive student-teacher relationship will also open up the opportunity for me to challenge my students to constantly push their ideas and creative expression to a new level. By using positive language in my classroom, my students will become more receptive to constructive criticism and feel capable to always do better (Fay, Fay, & Cline, 2015).
As a teacher, I believe that it is my role to instill in my students a sense of responsibility through giving the freedom of choice (Fay, Fay, & Cline, 2015) and the desire to strive for excellence in the art classroom. My classroom will be a place where students feel safe to learn from failure and make the mistakes necessary to grow and improve their artistic skills and visual problem solving. My expectations require students to apply themselves wholeheartedly to the learning process, whether they plan on pursuing art outside of the classroom or not.
In order to set these expectations of self-discipline and proactivity in the classroom, I must first challenge myself to be capable of modeling these same qualities for my students (Bailey, 2014). Because my greatest passion has always been to listen to others and meet them where they are at, I look forward to having a classroom where I can come alongside my students in order to guide their growth and development. My teaching style will incorporate the use of enforceable statements (Fay, Fay, & Cline, 2015), so that I may focus on creating a climate of positive expectations and freedom for the student to take ownership of their choices.
I perceive the art classroom as providing countless opportunities to give intentional encouragement and feedback to students in order to energize their success (Glasser). Building this positive student-teacher relationship will also open up the opportunity for me to challenge my students to constantly push their ideas and creative expression to a new level. By using positive language in my classroom, my students will become more receptive to constructive criticism and feel capable to always do better (Fay, Fay, & Cline, 2015).