SchoolArts Magazine

NOV 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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L ast month, we began a conver- sation about discipline in the artroom. It was a reminder that behavioral challenges do not represent your failure as a teacher. Discipline is simply a part of our job. Teaching discipline to our students is an act of love that will protect them from consequences later in life. Components of a strong disci - pline plan include a calm demeanor, clear communication with your administrator, a proactive discipline plan, and a reactive discipline plan. Every artroom is different, so you'll have to create a discipline plan that works for your students. There are four questions that need to be answered: (1) What are the rules of the artroom? (2) What will I do if some- one breaks those rules? (3) What will I do if that student continues to break the rules? (4) What will I do if mul- tiple students break the rules? The Rules To help you get started, here are the discipline procedures that I use in my artroom. The rules of my artroom are be ready, be respectful, be responsible. If a student breaks one of these rules and it doesn't dis - rupt class, I speak to him or her qui- etly during his or her next turn for help. If a student breaks a rule and it does disrupt my class, I give a gentle warning by making eye contact, approaching the student, or whis- pering a warning, if necessary. If a student continues to break the rules, I give a firm warning by writing his or her name on the board. If he or she continues to break the rules, I keep Discipline Doesn't Have to Be Scar (part 2) Rama Hughes New challenges demand new strategies. That's not failure—that's growth. M A N A G I N G T H E A R T R O O M CONTINUED ON PAGE 41. 12 NOVEMBER 2018 SchoolArts

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