Quality Standard 2:
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Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
I care deeply about challenging my own bias and know that even when I feel I'm doing my best, there is still room for improvement when it comes to diversity equity and inclusion in the classroom. I value workshops, texts, training and just leaving space to listen to others' experiences, especially when they are different than my own. Working closely with families can build relationships that are safe and respectful, and where students feel heard. I know that consistency, patience and flexibility are some of my strengths in this standard, and I aim to keep those at the front of what I present to the students. I am excited to establish my own classroom where I can employ all of the techniques and skills I've learned from my mentors and classes. I believe I am developing.
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• Element a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
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Evidence:
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Reasoning statement
Part of establishing a classroom that fosters a predicable and welcoming environment is consistency in outlining classroom expectations. Clarity in reinforcing and modeling positive behaviors leads to student success. I am lucky that my elementary placement already had such a great school culture, and that the teaching team is consistent.
The top two images are artifacts that I believe show the most important aspects of a positive and welcoming TAB room. The open/closed moves around and shows each class what stations they can access during that day. Students don't have to ask, it's always changed to reflect what they can utilize, and it's one of the first things students see when they enter the room and sit down. The second image hangs above the board, and uses the word "art" as an acronym for positive classroom expectations. If students are acting contrary to this classroom code, I can point to the sign and use it as a gentle reminder of the behavior that I am looking for.
The bottom artifact is a pair of sheets that can be utilized when a student's behavior has gone beyond a verbal request to return to expectations. When students are being unsafe with their bodies, their tools, or in the way they are speaking to one another, I know that I can have the student work with me to fill out the primary sheet, then the intermediate reflection if behaviors persist. I also know that these forms help create documentation for a student if there needs to be an MTSS procedure for more adverse classroom behavior. I can also call over the phone to have someone in the office provide support if needed. These well-outlined procedures and expectations for students and staff allow me to teach smoothly regardless of what challenges present themselves.
• Element b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Evidence:
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Reasoning statement
Part of my middle school placement involved attending a series of after-school Diversity Equity and Inclusion workshops. These worksheets are from one particular workshop day, which focused on culturally responsive and sustaining assessment practices. In table teams, we jigsawed what methods we feel like we are successfully using in DEI-minded teaching practices, as well as places where we want to improve. One takeaway I made note of, was to consider giving students with rubrics that only shows what "meets" or "exceeds expectations" as a quality way of equitable grading, compared to showing them what doesn't quite meet expectations, and allowing students to just aim for something above failing.
We were also presented with the "10x2 challenge," which is to take 10 min a week with two students of a different background than your own, and just ask them questions to really get to know them or how they're doing -- not related to class or school. I took on this challenge, and found myself building a better classroom relationship with the students that I worked with. The coordinator of the workshop also played some video recordings of Poudre students at a diversity event, where they spoke about their specific experiences, challenges, and requests from teachers and admin. It was heart wrenching but enlightening to hear students speak so clearly and bravely about their experiences with racism and transphobia. I was so thankful to be able to speak as a group of educators to work to improve how we work with students, and honor them and support them while they are in our classrooms.
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• Element c: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
Evidence:
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Reasoning statement
Electives teachers often have several ILS students in many of their classes. In two different classes, there were anywhere from 4 to 6 Integrated Services students with varying levels of abilities and a wide spectrum of needs. I was lucky to have a great team of paraprofessionals in these classes that were used to working one-on-one with many of these students, so I could get guided insight into how to better serve these students with special needs or disabilities. I knew that there is a wealth of art supplies and tools made specially adaptive, so I observed what materials students seemed to engage with the most, and what challenges seemed to impede the students abilities to make art.
The first student, I will call them “A,” was fond of watercolor painting, and also enjoyed coloring with oil pastels. I overhead this student complain that their hands were hurting trying to hold the oil pastel for long periods of time, so this was discouraging for the student. I looked into adaptive materials that would provide an easier to hold body that our already existing materials could slide into easily. I found a great kit of 3 different opening-size foam tool holders, and cut them into smaller lengths. I know that these can assist with students that have struggles with fine motor skills or hands that get tired easily from gripping small diameter tools. This adaptive tool has been a success, and “A” found it comfortable and easy to use with the oil pastels that caused issues previously. General-ed students have also asked to use this tool for hand soreness, and found them very comfortable.
Another student I will call “B” was very fond of cutting paper for collage. This student had not complained about using the standard scissors, but I did come across these adaptive loop shaped scissors for those with fine motor skill challenges. These scissors were a hit with the whole group of ILS students with varying mobile needs. They are definitely a tool I will ensure is in any future class I teach.
A third student, I will call them “C” had extremely limited mobility and very low verbal communication. This student would be present in class, and be surrounded by students working on various art projects, but C would never be making art or holding tools of any kind. The parapro would interact with the student by reading and talking to the student, so I worked with them to see if there was an artmaking option for this student. I found out that this student would throw materials or tools, so this was why they would not interact with objects that could be projectiles. I got the okay to try and see if an assistive wrist band for holding tools would be helpful. The one I got might be great for another student, but it fit C’s hand a bit too snugly, so C did not want to wear it. I do think a looser but still secure option should be explored in the future. I would love to see every student be able to participate in some form of artistic expression. This adaptive tool was worth a try.
I also bought a set of “chubby brushes” with larger handles and anti-drip brush guards. These brushes were purchased with several students in mind, and they were successful in that students asked to use them when they were put away.
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• Element d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
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Evidence:
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Reasoning statement:
I attended parent-teacher conferences at my second placement, Riffenburgh Elementary school. This was a week after starting my new placement, but served as a great way to get to know how my mentor teacher works with guardians and explains what students are doing in the classroom. For this first day of conferencing, I met with five different parent groups. Most of the families expressed their student's love of art class, and how it was their favorite part of school. My mentor teacher was able to pull out some art examples that students had left in class, and made some specialized comments about the students process in class. One of the parents had a student that had been struggling with some behavior issues in their regular classroom, and wanted to touch base about how we as teachers could better serve that student. My mentor teacher was able to explain what parts of the our art classroom could indeed serve that student in ways that were responsive and welcoming despite academic or behavior challenges.
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Even though I was very new to this school and students, I was excited to be a part of a fully TAB classroom, and I could easily speak to the success of the TAB philosophy with the parents. I was able to tell parents that TAB wasn't guaranteed in every art classroom, and that elementary students that have the ability to work in a classroom with full choice have a better time discovering how artists work, ho to problem solve, and how to envision creative endeavors better than those with more regimented classroom structures. I was happy to meet with a small group of parents, and go over these handouts that my mentor had prepared for conferences. It outlines the philosophy of TAB and how it prepares student graduates. There was a handout for classroom procedures, and my favorite sheet was the one helping parents ask their child about their artwork they bring home. I think many of the artworks created in the classroom have complex process or stories behind them, and parents might not know how to question their student without some art education support. I plan on utilizing these type of handouts during conferencing in my own classrooms.
