knitted needle in blue

VISION

                I’ve been asked to state my pedagogical perspective and, to be totally honest, what a daunting request. Prior to my arrival at OISE, I really do not recall having heard the term “pedagogical” (or “pedagogy” for that matter). My saying that this is a scary task is proven by the fact that I have been staring at this blank page for over a week.  Of course I haven’t literally been sitting in front of my computer for that length of time, but I have had the Word document named, ready and waiting to be filled with my astute words of wisdom for that approximate span of time.  Several times this past week, and the whole of the last two days, I’ve opened the document with the best of intentions to begin my magnificent manifesto.  As the night turns into the early morning hours and my angst has reached a culminating point, I’ve made the executive decision to just get my thoughts down in a matter-of-fact manner. Hopefully it has the quality of being succinct but not lacking expression and information.

                I suppose much of my hesitation in relating my pedagogical perspective would be the apparent aversion I have in constructing a lofty, verbose and, therefore, nonsensical discourse on the subject.  Admittedly, I doubt or, at the very least, I question whether or not I actually embrace a cultivated and practical perspective.  I do, however, feel strongly about how, as a teacher, I would care to have my classroom structured in relation to the appearance, the efficiency and the mood.  Some time over the course of the week (while showering and accomplishing other various, monotonous habits) I devised a “vision” based on six words, three paradoxical pairs, to guide my thinking in describing how I ideally picture my future teaching environment. I will, forthwith, elaborate on their meanings.

                Clean & Cluttered:  As both a meticulously clean person who clearly has obsessive compulsive tendencies as well as hoarding issues, I see my classroom exhibiting the effects of these characteristics.  I take great pride in always living in and maintaining clean, organized spaces. I see my classroom as standing out from the norm with regards to cleanliness.  It should be mentioned here that while I outline my ideas I am envisioning the perfect scenario which would be me as an Art teacher with his own functioning Art room.  With that said, one might presume that it would certainly be a challenge to keep such a working environment in such pristine condition, but I think it would be a matter of setting down rules and allowing for designated carefree areas.  With respect to clutter, I’m alluding to the reality that an Art room traditionally, and with good reason, is stocked with and accumulates many and varied supplies with which to utilize in any number of engaging and exciting ways across the curriculums.  As I am most able at keeping my own belongings in order, I am sure to do the same with the vast amount of stuffs in my resourceful classroom.

                Continuity & Chaotic:  Art in schools is and ought to be a fun, hands-on course where students are encouraged to explore and express their creative ideas in a way that is a more casual form of learning yet not aloof.  I think that giving students a defined format for the class which they are comfortable with and become accustomed to his crucial. As the experts (psychologists and parents alike) say, children need structure.  But, conversely, I also feel it necessary to be able to randomly change course and say, for example, “Hey, everyone, it’s a gorgeous day out.  Let’s put what you’re working on away, grab your sketchbooks and let’s go out for a community stroll and some air.” 

                Charismatic & Calm:  This may seem similar to the previous word pairing but, in fact, it has more to do with the personal demeanours of the students and myself during our time together.  I fondly recall all of my Art classes, from grade 4 to high school and while at university, as being both wonderfully stimulating and serene.  I think the Art class is a learning environment which allows for some instruction and animated discussion but lots of time for personal development and reflection.  If I were to suggest that there be equal opportunity for my discourse and guidance and for students to work contemplatively, that ratio would be around 30:70.  I see myself roaming the room assessing students’ development while aptly-chosen music plays in the background at an agreeable level to all.

                I won’t be as pretentious to claim this as a pedagogical perspective – or even an approach, but I do indeed see it as a vision.  That is to assert that this is how I see myself and my students in the not so distant, perfect future.  Once I do have a statement, no matter how succinct, I’ll let you know.


(My VISION as a Wordle:)

m³ cont'd

As promised, a few samples of not so glowing feedback ...

m³

This final week I've chosen to utilize an OISE inspired idea. In each of my classes I ask for about 8 volunteers then I hand out "m³" sheets. I tell them that this being our last class together that I'd much appreciate their feedback. I let them know that "m³" stands for 
"most memorable moment" and ask them to write down something they might take away with them through my teaching their Art classes for the month. I am clear to mention that they can make both positive and negative comments. I also inform them that they do not need give their names. Finally, I have a sealed shoe box with a slit in the top into which they can deposit their m³s and I tell them that I will only read them once the week is over. Well, I didn't keep my word (but I really do not know who made which comment). I was just too curious to know their thoughts. Here are a few:

I realize these three grade 7 examples are all fairly gushing. I promise to post three not so positive comments once I ask students from three grade 8 classes to do the same. 

17 Down

The lack of wee x marks over top of the remaining highlighted dates on my calendar tells me there are only 3 days left of the first practicum. As much as I have enjoyed the teaching experience within the TDSB, I am so looking forward to getting back to OISE ... and to sitting down again.

My "Requests" ...

Expectations & Challenges

I’ve had 2 weeks to better understand the expectations and challenges that a grades 7-8 rotary Art teacher faces on a weekly basis. During the course of a 5-day timetable, I see each of the six grade 7 classes and each of the six grade 8 classes for one double period (80 minutes) per week. So, to clarify, I will see each group of students four times by the end of the practicum – though, of course, this number does not take into account missed periods due to school functions such as assemblies and field trips, as well as student absenteeism.

Expectation 1:
To quickly build a positive and friendly rapport with the students.

Challenge 1:
With between 250 and 300 students to meet the first week, it’s tricky to remember faces and names!

Expectation 2:
To design and carry out unit plans which are engaging and fun for all students.

Challenge 2:
Grades 7 and 8 students come in a variety of personalities and abilities from the gifted artists to the easy to please to the eager to please and, finally, to those who consider Art class as a free period.

Expectation 3:
To fairly assess the work produced by the students.

Challenge 3:
Trying to fit in the necessary production time (in order to have something to assess) while allowing for at least one out of four classes to possibly be missed by each of the students.

At this time I think I can safely claim to have a fairly good handle on the first challenge. It’s the second which remains to trouble me, to continually force me to think of ways to alter my lessons and teaching styles, and to sometimes hurt my feelings. The third challenge is the one that I am prepared/ing for but will not be able to fully realize how I am able to face this challenge until all has come to a close.

n.b. Naturally I am aware that there are many more expectations and intricate challenges. These are just a sampling of those which I seem to have been pondering frequently. (Plus, I like doing things in 3s.)

My fortune cookie's message today was: "You tend to draw out the creativity in others."

felt ball

chocolate lentil

quote of the week

a secondary school teacher to an elementary school teacher:

"You teach children, we teach subjects."

first ever blog

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