No environment is conducive to learning if it is unsafe and uncomfortable. Before I can teach any student I need to make sure my studio is welcoming, comfortable, academic, and fostering growth. I believe maintaining these four kinds of atmosphere are necessary and most important to student learning when it comes to creating and maintaining an effective learning space.
The studio needs to be welcoming, that is, it needs to feel inviting to all the students who enter. I create a welcoming studio on the first day by greeting my students at the door and by asking them their name. I make sure the studio is bright inside and well organized. A clean space is a welcoming space. Each supply has its place, and so do each of my students. I like to make sure my students all feel that they are valued and known on the first day. Another way I make the studio a welcoming place is by having inspirational quotes up on the wall. I do not put class rules on the wall, because they generally have a negative tone to them. When a student walks into art on the first day I want them to feel like they have a space in the studio to be who they are, and that they feel accepted. I also like to greet students at the door throughout the year to remind everyone that each day is a fresh start and that I still take an interest in greeting all my students. Likewise, I try to wish my students a happy rest of their day and happy weekend at the end of the class and week.
The studio needs to be welcoming, that is, it needs to feel inviting to all the students who enter. I create a welcoming studio on the first day by greeting my students at the door and by asking them their name. I make sure the studio is bright inside and well organized. A clean space is a welcoming space. Each supply has its place, and so do each of my students. I like to make sure my students all feel that they are valued and known on the first day. Another way I make the studio a welcoming place is by having inspirational quotes up on the wall. I do not put class rules on the wall, because they generally have a negative tone to them. When a student walks into art on the first day I want them to feel like they have a space in the studio to be who they are, and that they feel accepted. I also like to greet students at the door throughout the year to remind everyone that each day is a fresh start and that I still take an interest in greeting all my students. Likewise, I try to wish my students a happy rest of their day and happy weekend at the end of the class and week.
Student Survey | |
File Size: | 129 kb |
File Type: | docx |
One activity I do on the first day of school is a student survey, which aims to help my get to know my students and gives my students a way to introduce themselves to me in a non-threatening way. This give students a chance to tell me their favorite musical group, their preference for group-work, something they want to learn, and one thing they think I should know about them. I am able to read through these surveys and learn more about my students in order that I can really welcome them into our studio all year long. A welcoming studio is a safe and comfortable studio too.
When I think about safe and comfortable, I think about recliners and candles. This isn’t necessarily possible in the studio as it isn’t conducive to learning. However, what is conducive to learning is each student feeling like they are in a safe and positive space with the freedom to explore and fail. One of the ways I cultivate a comfortable learning environment is by having a seating chart initially for the students. This not only eases the “where will I sit?” nerves, but also steers the studio away from forming dominating cliques or “power tables” as I like to call them where the students who are outgoing, loud, engaged, and excited all sit at one table. A seating chart helps level the playing field by putting all the students at a table that will be most conducive to the learning for all students.
Another way I make the studio comfortable initially is by having the students play icebreaker and team-building games for the first few days. I want my students to know each other’s names at the end of the semester. I want each student to feel known and to be known by the rest of the studio family. Yes, family- the goal of these initial games is to allow a chance for the students to get to know each other and feel comfortable with their peers. Any student who feels like a stranger in a class of friends will never feel comfortable enough to contribute or participate in class discussions or in collaborative groups. This is why I devote time to icebreaker games in the beginning of the year, before we get into the academics.
While a welcoming and comfortable climate is vital for a thriving learning environment, it is also my job to create an academic space for all my students. I like to tell and show my students that the studio is a place of exploration and learning. I create this climate by setting a tone for class expectations right from the start of the first day. It means I will have a Do Now on the first day of school (and for every day that first week) to show students that there are routines in the studio and to help them know what to expect. I maintain the academic climate by sticking to my classroom management plan. From day one to graduation, I maintain the policies and procedures set in place to help keep the studio running and to instill the academic expectations. Below is a copy of my classroom management plan.
When I think about safe and comfortable, I think about recliners and candles. This isn’t necessarily possible in the studio as it isn’t conducive to learning. However, what is conducive to learning is each student feeling like they are in a safe and positive space with the freedom to explore and fail. One of the ways I cultivate a comfortable learning environment is by having a seating chart initially for the students. This not only eases the “where will I sit?” nerves, but also steers the studio away from forming dominating cliques or “power tables” as I like to call them where the students who are outgoing, loud, engaged, and excited all sit at one table. A seating chart helps level the playing field by putting all the students at a table that will be most conducive to the learning for all students.
Another way I make the studio comfortable initially is by having the students play icebreaker and team-building games for the first few days. I want my students to know each other’s names at the end of the semester. I want each student to feel known and to be known by the rest of the studio family. Yes, family- the goal of these initial games is to allow a chance for the students to get to know each other and feel comfortable with their peers. Any student who feels like a stranger in a class of friends will never feel comfortable enough to contribute or participate in class discussions or in collaborative groups. This is why I devote time to icebreaker games in the beginning of the year, before we get into the academics.
While a welcoming and comfortable climate is vital for a thriving learning environment, it is also my job to create an academic space for all my students. I like to tell and show my students that the studio is a place of exploration and learning. I create this climate by setting a tone for class expectations right from the start of the first day. It means I will have a Do Now on the first day of school (and for every day that first week) to show students that there are routines in the studio and to help them know what to expect. I maintain the academic climate by sticking to my classroom management plan. From day one to graduation, I maintain the policies and procedures set in place to help keep the studio running and to instill the academic expectations. Below is a copy of my classroom management plan.
Management Plan | |
File Size: | 7865 kb |
File Type: |
Lastly, in order to maintain an academic environment, I need to make sure each student is able to grow. I save “growth” for last because I believe is rests in the ability of my studio to be welcoming, comfortable, and academic first. What I mean by having a climate that fosters growth is that my studio encourages mistakes and failures. I do this by using the term “growth mindset” with my students. I share stories of times that I’ve failed in life and in my art. I share these stories and explain how I recovered from these mistakes. No great gains can be made without taking risks, and if we constantly take risks, some of them are bound to fail. When a student fails I don’t even need to point out that they have indeed failed (young adults are already so hard on themselves). Instead, I take the opportunity to ask my students questions like, “What went wrong? How can you fix it? What will you improve this time?” My primary goal is to encourage mistakes, allow for failures, and help my students stand up. As that Chinese proverb says, “Fall down seven times, stand up eight.”
It is very important that my students learn and grow in school and it’s my job to create and maintain a studio climate that is welcoming, comfortable and safe, academic, and growth focused.
It is very important that my students learn and grow in school and it’s my job to create and maintain a studio climate that is welcoming, comfortable and safe, academic, and growth focused.