Re: Transition

The switch in field rotations this week was really interesting. For the first rotation I was observing docent training at the Corcoran and now I am at WVSA. There are so many differences in population, facilities, learning styles/teaching styles, etc. that they are just too numerous to list. However, the common denominator seems to be that each group has its own established dynamics. I find the group dynamics really interesting; not only observing but also considering how and why the groups have evolved to the places they are at right now. 

I enjoyed the article about  how our experiences color our observations.  In the last few weeks, I have been trying to think about my Field Experience in the context of what I bring and also in terms what the people I am observing (teachers and students) are bringing. I have been thinking a lot about how their different learning styles, lifestyles and assumptions about art and education inform how the learning experience unfolds. 

I am beginning to see how it is not just about figuring myself out (my teaching style, my assumptions, etc.) but also figuring out how and where my students are coming from (what their experiences are, learning styles, etc.) and constantly adjusting my thoughts, actions, teaching meathods, etc. to make sure that we are both getting the most out of the experience. 

JCC part 2

After a one week break, the JCC crew met again for the special needs art class. This time most of the participants were late, like 30 minutes! But it worked out well because some of them just cruised through the projects. The first one involved taking a hard, thick piece of tube (think like a very strong toilet paper roll) and gluing Popsicle sticks all around it vertically so it looked like a fence. Then they glued on a bottom piece and waited for it all to dry. We then painted them and there you go, pencil holders. It was cute but the glue was EVERYWHERE and the dexterity of some of the students was dubious. Thank G-D there are sinks in the room. We needed them. Then, as a 10 minute project, we decorated paper picture frames. it came in a kit and had a Hawaii theme. So there were these flowers, like the kind you get on a necklace, green tissue paper, and these funky shaped pipe cleaners that were meant to go in the center of the flowers as the stems. Well, only one woman could really do the project as it was shown, but most of the people loved just gluing on the flowers. Some just globed whatever on, not really caring about how it should be. I am really beginning to think of ways that this can be improved (as per my museums and community orgs class). I think that one really missing here is good socialization. Yes, they will talk to the helpers sometimes, and they might chat your ear off if you ask them a question, but they don't talk to each other. Something for me to think about.

SAIL visit # 1

So I went to SAIL this past Tuesday after spending the last three weeks at Peabody, and what a contrast.

Well like I said in the meeting afterwards, my initial reaction to SAIL is "OMG ! CHAOS!" Not that I didn't enjoy it, I did. I think Hernan agreed (correct me if I am wrong) that it was indeed chaotic in there. He also brought up some good points about what a different environment it is from PEabody, and of course they are dealing with a different population of students. All very good points he made and nothing that I disagreed with.

But I think my initial and strongest reaction of "OMG CHAOS" is partly due to me own home environment. I live in a house with 4 Korean females who all think they are the alpha-female of the group. And let's not forget we have 2 little kids running around, and so all the alpha-females are trying to regulate on them. Anyways, what I am saying is I deal with constant noise like that at home (apparently its just the Korean version of the indoor voice). So when I am at school or out somewhere else, its hard to deal with.

It will be interesting to go back keeping the classroom climate evaluation tool in mind. And also I will be paying more attention for the rest of the semester to my reactions to things like this and where exactly those reactions are coming from.

I did enjoy SAIL very much though. I was able to sit with the children and work with them (also in contrast to a slightly different role I took on at Peabody). So there was a lot more conversation between me and the students. Random kids who I didn't even get to say hi to would come up to me and show me their work. That was also very different from the students at Peabody who seemed to be more reserved and quiet, as a whole.

Anyways, next week I will be a little bit more prepared then this past Tuesday so I look forward to it.

Rotations

I had a great time at WVSA!  My only complaint with the rotations, which I mentioned in our meeting this week, is how fast they go.  I felt as soon as I had a good feel for the individual students and the teacher’s techniques that it was time to switch it up.  On one hand it is going to be great to be able to view several teaching styles, techniques, ages, and groups of students.  On the other hand though I wish we could spend more time in the different class settings.  Because I imagine too the more comfortable the students and teachers become with us the more realistic the class dynamic and class structure will appear. I guess this is what our student teaching is all about though.

Observing a Classroom

I found this chapter to be interesting.  It pointed out a lot of key facts to consider while observing a classroom.  It is often hard to remember all of the variables that go into teaching while observing a class.  It is easy to pass judgment onto a teacher.  However once you take into account all of the variables or aspects of the classroom, they may be much better at dealing with their classroom management then considered at first glance.  I think these points will also help once we begin teaching to try and take a step back every now and again.  It seems to me that a lot of teachers get stuck in a pattern.  That it is important every now and again to question what you are doing, why & how.  This is something that will take practice to really be able to focus on what ones self is doing with in the restraints of a classroom well and poorly.  It also seems relevant to try and observe other teachers once in a while to get new and fresh ideas on techniques.  

WVSA-Peabody

What factors make a school or classroom distinct? We have been two different settings. In the first 3 weeks, Eddy and I spent our time at WVSA with 2nd and 3rd graders. In these next weeks we will spend time at Peabody with pre-K and Kindergarten. As I transition between these 2 spaces, I feel I am cultivating, through these observations, the reading, as well as by listening to my peers, a more careful way of looking.

Peabody is much different from WVSA, but, there are certain basic factors that distinguish them from one another. As I started my observations at Peabody, I began to think about how these schools came to be. There are many individual parts that contribute to the final semblance of a structure. Some of the key differences between one institution and another are more readily understood by considering some basic questions.

Such as: What is the mission of the school? What is the role of the teacher within that school? What is the role of the family and/or community? What is the space like? Who are the students? What are their needs? What is there socio-economic background? What is expected of the students/teacher/school? And how do these factors impact the schools ability to implement its mission? A school or institution is a complex and dynamic entity.

Having a beautifully lit space with 5 attentive students surrounded by hand crafted project is a impressive model to operate under. To have high expectations for students and to view them as "intelligent, creative, and curious" beings is poetic. And for teachers to run their own school (as is the case at Peabody), provides the teacher with ownership, imagination, and autonomy within the classroom. But what would happen if WVSA had an art room like this? What if the basement was full of windows, and there were only 5 students? What if the teacher had time to offer herself to each child? How would some of these factors change what is observable in this space? And how can a teacher optimize the limits of unchangeable factors, such as class size, or space? This is where the challenge lies. In both environments there is a deep need for the teacher to act somewhere between that space of idealism and concept and actuality and effort.

Lenses for Observation

I once read a parenting book that encouraged, "Executive Parenting", basically choosing to be the CEO and putting as much investigation, research and executive thinking into your parenting as you would if you were running a company.   I think this operational approach is basically what this article is encouraging of us as educational observers and as educators.  

I find myself more overwhelmed than motivated by the article though it certainly provides many useful tools and ideas.  I think it mostly cautions us though to not let our own biases unduly impact our observations and teaching, to look for data and not jump to conclusions, to keep looking to observe and improve our own teaching methods and to look to mentor teachers for input and inspiration.

Especially helpful to me were the eight areas on which to focus observation.  I thought the suggestion to observe how the children feel about themselves, about one another nd about their classroom is particularly important as we spend so much time thinking about what the teacher is doing and the objective assessments but we haven't discussed much yet the notion that the classroom climate is also reflective of the overall experience.  I wonder how to apply that to some of the classes we've seen at Amadon.  Are the children peaceful and cooperative or scared and subdued?  

My two rotations have been with older populations in non-traditional settings and I look forward to keeping these tips in mind when I finally make it to a classroom!