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Introduction to effective classroom management
Introduction to effective classroom management
Approaches To Effective Classroom Management
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The purpose of this report is to conduct classroom action research art and photography students’ efforts to ascertain how to improve upon their general academic performance through their literacy and functional skills. The report looks to investigate and differentiate between the two groups in order to compare and contrast opinions about the importance of literacy in their learning journey. With the hypothesis that creative A-Level students would improve upon students’ literacy skills if they attend additional grammatical lessons, the paper however, recognises the level of uneasiness most of these students feel during their attendance in such sessions. Focusing on different methods and models of action research, the report concludes with results showing diagrams and charts whilst encouraging the importance of conducting action research in classroom learning.
A.) Position statement
Having experienced practice teaching and lecturing Higher National Certificate (HNC) and Higher National Diploma (HND), in Fashion and Textiles last year at Bedford College, my new encounter with younger students (16-18 years old) at the Bedford Sixth Form this year as an Art and Photography lecturer, has given me the opportunity to observe A- level art students behaviour and the general lack of literacy competence among students. Most worrying is the overall feeling of students discomfort in attending additional literacy classes for their academic improvement. (See appendix 1,2 and 3)
II. Action research
According to Hopkins (1985), action research and classroom research by teachers are synonymous. Brown (1994) and Robinson (1991) on the other hand, believe that any action undertaken by teachers to collect data and evaluate their own teaching can ...
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...tions to make embedded literacy sessions more fun and more inclusive for art learners in classrooms activities:
Formative tests and quizzes
Art Learners giving presentations
Using interactive whiteboards in literacy activities
Giving art student time to gather their thoughts
Group Work and Interactive tasks using Powerpoint or mini- white boards
Setting challenging goals and targets
Using a differentiation (Bloom’s Taxonomy)
Graduating Tasks to art students (i.e from easy to hard on a worksheet)
Art Learners creating a leaflet, poster or handout
However some of the literacy sessions did not differentiate well because :
The researcher was questioning art students , the art students answering
Teacher demonstration methods were used during the session
Art students had to read an evaluation example to spot the literacy mistakes and then discuss
Do you ever just sit back and wonder how many images run through your brain everyday and thinking back on that how many of those were images from our society’s pop culture? With our ever growing technology and media of our society, children are constantly being exposed to visual stimuli. Paul Duncum, a professor of art education, studies how these stimuli not only affect our students and children but also how we can incorporate them into the art classroom in an effective way. In this paper I will illustrate to you the life and work of Paul Duncum. I will be talking about Duncum’s contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator but first I would like to give you some background on Paul Duncum.
Holcomb, Sabrina. "Arts Education." Rss. National Education Association, 17 Jan. 2007. Web. 10 May 2016.
In an identified video in ATLAS (Case #876), the language arts teacher did a great job in assessing her students. In this video, the students were analyzing the mental images in the poem “Loo-Wit”. The language arts teacher learning goal for the instruction was to allow the students to hear each other’s viewpoints about the poem. The students should be able to offer their own ideas with evidence so that other students can clarify and help the group’s progress. The teacher assessed the students by having a whole-group discussion. She allowed different students to share their perspectives about the poem based on the questions she asked. She assessed them on multiple-level questions about text to aid comprehension. The main assessment was seeing
According to the National Art Education Association’s goals for schools, “all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,” (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects.
Fine arts classes benefit students and schools alike. Fine arts are needed courses, not just as electives but as core classes that promote learning and creativity in the lives of students. There are three different styles of learning: auditory, visual, and kinesthetic. Fine art provides an avenue for all of these learning styles to be utilized during one class period; therefore, all students are able to understand and benefit from the curriculum. In a normal academic setting all types of learning may not be used, so a percentage of the classroom will not understand the lessons as well as it could have if it had arts incorporated into the class. It may seem impossible to include arts into an academic setting, but it is possible, effective, and fun. According to Barry Oreck, it has been proven that students learning molecular bonding through a dance had a more proficient understanding of the concept. He states, “We have found that if you learn something through a theater game, you can still answer a test question” (new horizons Dickerson 3). This statement proves that arts are extremely important and beneficial. With fine arts, students have a safe environment to express themselves, a motivation to stay in school, and higher test scores. The fact that fine arts are needed is evident, but will schools respond or live in denial?
Art is intended for all to enjoy and learn from. Through an art curriculum; phonics, mathematics, and readiness skills to name a few can be learned through an art curriculum. With this curriculum a teacher can adapt that centers to teach those with diverse abilities such as emotional and intellectual challenges, visual impairments, hearing impairments, and orthopedic impairments.
Art can be used to raise scores in every subject, “Students who took four years of art classes scored 91 points higher on their SAT exams than those who took half a year or less. Multiple studies also confirmed that there is a correlation between art engagement and students’ other achievements.” (Valeriya Metla) Even with the research linking art and better grades some educators think that it is more worth while to only focus on the core classes because it is more important to fund what is being tested than to help raise children who are creative.
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Art education is often underestimated by many who believe that school was created to teach only analytical concepts such as mathematics and literature. However, research has shown that art courses are important, even necessary for students in elementary, middle, and high schools. These art classes may include not only visual arts but performing arts such as dance, theatre and choir. Barbara Streisand said, “Art does not exist only to entertain, but also to challenge one to think, to provoke, even to disturb, in a constant search for the truth,” (Quotations). Streisand points out that there are multiple benefits to art whether it be painted by a brush or sung from the heart. Art has the ability to allow people to see situations from different points of view not merely to look beautiful as decoration. Those who believe that art education is unimportant are simply ignorant to the benefits that involvement in the arts holds for not just the individual but for society in general. While some in society may not recognize the immediate results. Art education is beneficial to students in primary and secondary schools.
As quoted by the College Board of 2005, “Students who took four years of arts coursework outperformed their peers who had one half-year or less of arts coursework by fifty-eight points on the verbal portion and thirty-eight points on the math portion of the SAT.” Many articles on the internet claim that education of the arts is important, not paramount, but statistics are showing otherwise. The creativity students are gaining by participating in the arts does not go unnoticed, but unfortunately not all can open their minds to these striking facts. Need Ghomeshi, editor of Florida International University’s student media site (fiusm.com) believes that “more time needs to be allocated to textbook education. Unfortuantely, the continuously disappointing public education system in the United States promotes the arts while losing focus on textbook education” (Ghomeshi 2). It is in times like these that the arts need attention that they sadly, are not getting. These studies are of the utmost importance in education curriculums, and statistics are showing that participation in theatre, dance, visual arts and music are extremely beneficial for students getting ready to begin standardized testing. An arts education assists children and teens of all ages with a stronger focus and mindset in and out of the school setting. The significance
Art and its education are crucial in the development of young children. Therefore, it is of the upmost importance to ensure that our young children are being taught about art and its education in order for them to be successful contributing members of society. June Vail, a professor of dance at Bowdoin College explains, “The arts bring energy and creativity, a kind of learning that can only enhance every other kind of learning. (Vail).” She continues by saying that, “The enterprise of a liberal arts education is integrative, to educate students to be creative and flexible, to harness their energy in a different way (Vail).” Art begins to lay the foundation of success early for young children by developing their motor skills through paining with a paintbrush and drawing with crayons. Furthermore, it also helps promote language development by learning new shapes, colors, and allows them to describe their artistic creation. Lastly, it also helps children improve academically. A report that was done by the Americans for the Arts demonstrates that young people who participated regularly in the arts are four times more likely to be recognized for academic achievement, participate in a math or science fair, or win an award for writing an essay as opposed to students who do not participate in the arts (PBS). As a result of this, it is imperative to ensure that adolescent children of today begin
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
Creative Arts in early childhood education refers to children’s participation in a variety of activities that engage their minds, bodies and senses (Sinclair, Jeanneret & O’Toole, 2012; Kearns, 2017); to inspire all children with the opportunity for creative and imaginative expression. Duffy (2006) and Sinclair et al. (2012) state that creativity is the process where children use their imagination to problem solve, develop new ideas, independence and flexibility to accomplish tasks. Furthermore, when educators foster creativity, they are assisting children in making meaning through play and developing their growing capacity to communicate, collaborate and think critically to meet the demands of life in the 21st century (Duffy, 2006; Korn-Bursztyn, 2012; Sinclair et al., 2012).
We learn to follow the steps, use the formula, and get the right answer, but because of these classes, we forget about the arts. If the arts are forgotten, then the student’s way of expressing what they feel is taken away. Which brings more pressure to students in classes like math, physics, geography, etc. That is why schools should make arts classes mandatory because arts classes help students build their artistic and creative skills, make them better learners, and encourages them to find other ways of expressing their thoughts. The chair of the UK Government had a test made to see the ability to think in “divergent or non-linear ways” between the ages 3- 25.