Observation Reflection

I’m not sure what requirements need met in other states, but in Pennsylvania I am required to have 6 observations over the course of three years to become a tenured teacher, and to reach my Level II certification. It is only my third year teaching, so I used one of my classroom observations for this assignment. Last year I started weaving with second and third graders without any prior prerequisites. I noticed a disconnect and many students struggled with understanding weaving. They either got it or they didn’t and there was a huge gap between those groups. This disconnect made me decide to ease into the art of weaving, so I started off with paper weaving for 2nd and 3rd graders. During this observation, students have already created their painted paper for the weft, and had designed their warp (pre-cut black paper that they designed with white gel pen patterns and designs). I had students come in and get settled, recapped on what we were doing, and then called them over for a demonstration. During this demonstration I showed how to appropriately use a ruler (I thought this was a great interdisciplinary skill) to measure inches and then use it as a tool to create straight lines. Students would then cut those lines to create paper strips that we would use to weave with. We went over warp and weft vocabulary as well. Once I finished the demonstration, I asked if students had any questions and sent them back to their seats.

I thought the lesson went smoothly. I am always surprised with the lack of experience with rulers and how sometimes my words and initial demonstration doesn’t always sink in. I was also surprised again with how students either got it or they didn’t. They understood that to weave, we would move our paper “over, under, over, under..”, but it seemed to be difficult for them to realize “if you start “over” on the first strip, the second row you will start “under””. I had to keep repeating this multiple times (to the point where I thought I was going to go crazy). I would reflect on this lesson and couldn’t figure out how to make it more clear for my students. I didn’t know if it was a developmental issue and I was trying to teach them something too advanced, or if it was in my delivery of the lesson. Typically when I would circulate the room and help students individually they would understand, but even after that some students weren’t quite getting it.

I enjoyed this lesson, and I think my students did as well. I do struggle with feeling the imbalance of wanting to teach them technical skills and wanting to give them opportunities where they are making individual projects. I really love the idea of choice and TAB centered art curriculums, but I feel like I don’t have the time (or don’t know how) to teach them foundational skills for them to feel successful and confident enough in creating on their own. It feels like a double edged sword at times -I’m teaching skills but not how to make decisions and choices, or I’m giving them freedom but it erupts into chaos because I’m not sure how to scaffold such a large change and slowly implement procedures.

I notice that my students are excited to class and I have great relationships with them. I try to be fair but firm and consciously make an effort in my practice to not “yell” at them. I’ve noticed in schools that adults and educators can often times be downright mean to students. I want the culture of my classroom to be open, calming, and safe for my kids.

I do think my explanations need some work. Sometimes I feel like my brain moves faster than my mouth when I get into my routines and I think I’ve said or explained something, when in reality it didn’t happen out loud. I need to work on slowing down and remembering that younger students may need longer time to process and practice. I need to be more intentional in my words and demonstrations so that they can understand to the best of their ability.

This specific observation was probably my 7th time teaching this lesson. From this observation, I’m not sure if I would change anything. However, from the start of the lesson I did change the way I taught students how to use the ruler. I slowed down during this time, talked slower, and was more thorough - down to how a ruler should be held in place with one hand, the amount of pressure that should be applied, and how your pencil should be next to its edge.

Based on my principal’s observation, she seemed pleased with the structure of my classroom and the rapport I have with my students. The only goal she gave me is this: “After students complete a more in depth project, maybe you can incorporate writing so students can express how they came up with their design.”

This is definitely something I want to work on. I want to incorporate artist statements as a way for students to practice writing, critical thinking, and self reflection/analyzation skills. I recently received a grant that provided me with 5 ipads for my art classroom. I downloaded the app Artsonia and am looking into ways that I can efficiently have students photograph and upload their work to complete a digital artist statement. I also think these artist statement’s are a great way to assess student learning. I also think about including self rubrics to these artist statements. I do wish she would have added another goal or two. It’s only my third year teaching and while I do know that I am trying my best I know I’m not perfect and that there’s areas I can improve on. It is sometimes nice having someone on the outside come in and check what’s going on to give constructive feedback.

Below I've added some photos and videos of their works in progress. I need to make a better habit of taking photos of finished pieces as well. They turned out beautifully!

I was so impressed by this students design and attention detail! Especially because they are normally disengaged and not interested in the lessons we are working on.

It is extremely hard to get out of the practice of telling students "good job, nice, looks good, etc." These videos definitely help me to remember to make a better effort on doing that!