ESSENTIALS

This accidental tree "appeared" on a 7th grader's paint palette (liquid tempera) during a landscape painting project.

CLASSROOM MANAGEMENT = CREATING AN ENVIRONMENT THAT IS CONDUCIVE TO STUDENT SUCCESS
Editor's note:  
I began this blog late in 2013 after attending a teacher conference where no classroom management resources were offered. After realizing that help was needed, I began reading everything I could get my hands on about this subject. I also asked a few of my colleagues for their assistance in answering questions from elementary and high school art teachers as my own experience at the time was strictly at the middle school level. Now it is 2018 and I am still fascinated with how successful teachers manage their classrooms, especially since I started teaching every grade level from preschool all the way up to 12th grade! 
Below are listed the essential facts I discovered after spending years researching best practices (see below for a bibliography.)  
I sincerely hope you find some wisdom here that will help you in your teaching practice.  
Mrs. Anna Nichols, founder, editor, artteachershelpal.blogspot.com, MANAGING THE ART CLASSROOM






  • "Classroom management was rated THE MOST important variable affecting student achievement, according to a *meta-analysis of 50 years of research in education. (Margaret Wang, Geneva Haertel, Herbert Walberg: Educational Leadership, "Synthesis of Research; What Helps Students Learn?," 1993)

  • In today's culture, teachers are held primarily responsible for student achievement even though the fundamental responsibility belongs to the students themselves. 
See the table below - only 2 of the top 10 variables are the direct responsibility of the teacher. 
The Worst Cause of Teacher Stress; "It’s the belief that you are the problem, that (the students') bad decisions are because of your inability to push the right buttons. In other words, it’s taking responsibility for their misbehavior," Michael Linsin
  • It is getting harder and harder for teachers to manage student behavior - students no longer automatically respect teachers' legitimate authority.  

Regardless of all the variables effecting student achievement that are outside our control, there are many things a teacher can do to encourage respectful student behavior and facilitate successful learning........

All the information I have read about classroom management basically boils down to:

 FOUR THINGS A TEACHER CAN PROACTIVELY CONTROL



1. ATTITUDE: having the right attitude for leadership; "warm-strict"

2. EFFECTIVE INSTRUCTION

3. MOTIVATION: (includes relationship building)

4. DISCIPLINE: holding kids accountable


In addition, "There are five forms of power that can be used to get an individual to act in ways the teacher deems appropriate: legitimate power; coercive power; reward power; attractive power; and expert power (French & Raven, 1959; Froyen, 1988; Shrigley, 1986)." Dr Irvin King, "One Man's Perspective of Discipline in the Schools"
I like to call these:



TEACHER 

SUPER POWERS!




1. Expert Power

effective instruction
planning ahead
interesting lessons
relevant lessons
high expectations
assessments
materials organization & clean-up
finances
saving time
socioeconomics/culture
professional duties
faculty respect
advocacy



 2. Relational and Reward Powers

motivation
incentives
kids on task
displaying student art
listening
understanding
believing in kids
authentic praise
giving choices
storytelling & humor
elementary tips 





3. Legitimate & Coercive Powers: DISCIPLINE
rules and procedures
consequences
holding students accountable
teaching, modeling, re-teaching      the rules and procedures
documentation
dealing with noise
dealing with disrespectful kids
critiques and bullying





What do you want the fruits of your labor to be? 

successful kids, on task and working hard
creative students who problem-solve
kids who are learning and developing skills
respectful, responsible, resourceful kids

order 

FREEDOM









Note: teachers can unintentionally sabotage their effectiveness with these 
power stealers: 

  • BEING INCONSISTENT
  • BEING DISORGANIZED
  • IGNORING MISBEHAVIOR
  • BEING OVERLY EMOTIONAL 
  • GIVING VAGUE INSTRUCTIONS
  • BEING GRUMPY
  • TAKING STUDENT MISBEHAVIOR PERSONALLY
  • BEING INDECISIVE
  • MAKING EXCUSES FOR STUDENTS
  • BEING ANXIOUS OR IN A HURRY

 Disclaimer - these are a set of ideas about being proactive in teaching based on our classroom experience as well as various education authors. We absolutely believe that many times there are circumstances in the classroom that are beyond any teacher's control, especially when serving at-risk populations or in environments where those in administration fail to provide effective leadership in a school. Sometimes, regardless of the prevailing theories about teacher responsibility, the teacher is not to be blamed for out of control students. Finally, we make no representation that you should put into practice any of the advice found on this website if your current administration disagrees with the teaching and/or disciplinary strategies described.

 Mrs. Anna Nichols, founder, web designer, editor of artteachershelpal.blogspot.com
"Managing the Art Classroom"


RECOMMENDED BOOKS FOR CLASSROOM MANAGEMENT: 
  • Dream Class, by Michael Linsin (elementary and middle school)
  • Classroom Management For Art, Music, and PE Teachers, by Michael Linsin (elementary and middle school)
  • Tools For Teaching, by Fred Jones (all grades)
  • A Retired Art Teacher Tells All, by Marlene Nall Johnt (middle and high school)
  • Teach Like a Champion 2.0, by Doug Lemov (all grades)
  • The Essential 55, by Ron Clark (elementary & middle school)
  • The First Days of School, by Harry Wong (all grades)
  • The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, Bessel van der Kolk
  • Teaching With Love and Logic; Taking Control of the Classroom, by David Funk and Jim Fay
  • The 7 Habits of Highly Effective People, by Steven Covey (for personal growth)
BIBLIOGRAPHY:

  • Matt Appling, Life After Art
  • Coleen Armstrong, The Truth About Teaching, What I Wish the Veterans Had Told Me
  • Becky A. Bailey, Ph.D., Easy To Love, Difficult To Discipline
  • Leslie Baldacci, Inside Mrs. B's Classroom; Courage, Hope, and Learning on Chicago's South Side
  • Jane K. Bates, Becoming an Art Teacher
  • Brene Brown, Daring Greatly
  • Dr. Nadine Burke Harris, The Deepest Well, Healing the Long-Term Effects of Childhood Adversity
  • Lee Canter, Assertive Discipline
  • Dr. Ben Chavis, Crazy Like a Fox; One Principal's Triumph in the Inner City
  • Joe Clark, Laying Down the Law, Joe Clark's Strategy for Saving Our Schools
  • Ron Clark, The Essential 55, The End of Molasses Classes, The Excellent 11
  • Marva Collins, Marva Collins' Way
  • Barbara Coloroso, The Bully, The Bullied, and the Bystander
  • Steven Covey, The 7 Habits of Highly Effective People
  • Richard Curwin, Alan Mendler, Brian Mendler, Discipline With Dignity
  • Lisa Damour, Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls
  • Elliot W. Eisner, The Arts and the Creation of Mind
  • Jim Fey and David Funk, Teaching With Love and Logic
  • LouAnn Johnson, My Posse Don't Do Homework
  • Marlene Nall Johnt, A Retired Art Teacher Tells All
  • Fred Jones, Tools For Teaching
  • Doug Lemov, Teach Like a Champion
  • Michael Linsin, Classroom Management For Art, Music, and P.E. Teachers and Dream Class
  • Robert J. Marzano, Jana S. Marzano, Debra J. Pickering, Classroom Management That Works
  • Cesar Millan, Cesar's Way
  • Parker J. Palmer, The Courage To Teach
  • Responsive Classroom For Art, Music, and PE Teachers
  • John Rosemond, A Family of Value
  • Rick Smith, Conscious Classroom Management
  • Solomon, Book of Ecclesiastes, Bible
  • James W. Steigler & James Heibert, The Teaching Gap; Best Ideas From the World's Teachers For Improving Education in the Classroom
  • various authors, Book of Proverbs, Bible
  • Bessel van der Kolk, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma
  • Rosalind Wiseman, Queen Bees & Wannabes and Masterminds & Wingmen
  • Harry K. and Rosemary Wong, The First Days of School

ONLINE REFERENCES:
  • Amy Zschaber Bultena, artfulartsyamy - middle school lesson ideas and strategies for managing at-risk students



*This table is from "What Helps Students Learn,", an exhaustive research study by Margaret Wang, Geneva Haertel, Herbert Walberg; "Synthesis of Research; What Helps Students Learn?," 1993. It shows the most important variable for student achievement is indeed classroom management.  
This mega-study found that 4 of the top 10 variables effecting student achievement were the responsibility of the teacher; classroom management, instruction, relationships, and motivation. Student/teacher relationships and motivational/student attitude are shared responsibilities. So, there are really only two variables that the teacher is solely responsible for; classroom management and instruction. The rest is outside of our control! 
                 
The top 10: 
              1. classroom management
              2. student work/study habits (metacognitive processes)
              3. student aptitude (cognitive processes)
              4. student home environment/ parent support
              5. student relationships with teachers 
              6. social/behavioral (positive & non-disruptive behavior)
              7. motivational/student attitude toward subject
              8. peers' academic ambition
              9. quantity of instruction
             10. school culture







    “If you’re given a talent, you have to serve it. You don’t own it. You don’t control it. You don’t manipulate it. You can do that and be a best-seller if you want to. But ultimately it is a gift that is freely given and you have to serve your gift.”Madeleine L'Engle





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