Instruction & Management
The art classroom is a place for self expression and freedom to move around the space, but without structure it can get out of control, be overwhelming and non-conducive for learning and art making. Any space can be used for making art, but to be highly successful and supportive of student learning, the room design and classroom management have to be totally in synch with one another. My expectations will be that students can walk in my classroom door and know the classroom procedures to begin making art.
I have seen seating arrangements deployed strategically-- where they aren't required until a class proves that one is needed. If the people surrounding a student aren't helping their learning, then changes will be made, and students will be moved throughout the classroom to more evenly space students that struggle with impulse control. It's important to remember that they're just children, and their brains are developing, they are pushing boundaries, and they aren't acting with malice-- so I will ensure I'm empathizing and treating students equitably.
The TAB classroom typically is a buffet-style path of gathering materials, but I have seen some teachers utilize trays or baskets that are brought or "ordered" by students to their table if I am working with students that cannot demonstrate appropriate movement from their seats to the supply stations. Ideally, students should have the freedom to get out of their seat and make those supply choices on their own. Most of their class time (other than specials) is spent in forward-facing tables or desks with little room for movement. I think that movement and chatting are important for development when working on creative tasks... as long as it isn't to the detriment of other students.
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I believe in giving students agency and chances to reflect on situations that have gone badly. As long as trust and respect can be restored, I believe the student can be a part of the classroom and move past points of disagreement or struggle. We all have bad days, and I never want a student to end up in the school system of continuous punishment. Speaking with the student first is the most important step, then maybe communicating with a guardian could be helpful in figuring out how best to serve the student's needs. If restoration cannot be reached through one-on-one conferencing with the student, or working with a parent-- then I would hopefully have a supportive admin team to figure out a "kid talk" session, or start MTSS documentation. I think that leading with empathy and patience is the best tool I have in my teacher toolkit, and not taking anything personally.
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The most important rules will be obvious in syllabus, verbal reminders, and visual reminders like posters. I care about the safety of students and myself, and that is the highest importance in a room full of potentially dangerous art tools. I care about taking care of the space and taking care of our tools, since budgets are typically pretty limited, and it just builds a sense of ownership and responsibility for the art room. I also emphasize caring for one another when we speak about each others art or process, and especially when we talk about our own work! Students can be so hard on themselves, and I want them to start by treating themselves with respect.
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Finally, establishing routines for what students do when they enter class, where they can find supplies, and what to do at the end of class, will help keep things running smoothly. Students don't like chaotic schedules and not being able to anticipate how the week progresses, so I will make sure to set up a consistent class schedule, that stays mostly the same regardless of grade. I want students to feel safe and welcomed in the art room, and I feel like all of the above management strategies will help ensure a great classroom culture.