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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Page 45 of 54

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 worse 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 will 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 these rules and it does not disrupt class, I speak to him or her quietly 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, approach- ing the student, or whispering the 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 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 CONTINUED FROM PAGE 12. THE ORIGINAL KiSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! "I had gotten blue oil paint on one of my fall coats... I felt like I should give Kiss-Off ® a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa Removes: Ink · Oil Paint · Grease · Makeup · Blood · Lipstick · Coffee · Red Wine · Grass Stains & More Ideal for Classroom, Travel & Art Studio MADE IN THE USA Advertiser Index Advertiser Page AMACO 48, CIII Bailey 4 Blick Art Materials CIV Davis Publications CII, 7,16, 37, 45 I Want to Be Recycled 11 Kiss-Off 41 L&L Kilns 2 NAEA 13 Skutt 1 The SHOP Page Beautiful Stuff from Nature 43 Chavant 43 Curator's Corner 43 Documenting Children's Meaning 43 Envisioning Writing 44 The Open Art Room 44 Royalwood 44 SchoolArtsRoom 44 Skutt 45 Youth Art Month 45 him or her after class to discuss an appropriate consequence. The Consequences Some of the consequences we employ at our school include a spo- ken or written reflection, a writ- ten apology, a phone call home, a parent-teacher meeting, an admin- istrative meeting, a working deten- tion, and an in-school suspension. If more than one student is dis- rupting class, I stop the lesson and give the entire class a warning. If the disruption continues, I write names on the board until the disruption ends. If necessary, I separate students and speak to each individually. Each student receives an appropriate con- sequence after class. Any incidence of bullying or vio- lence results in an immediate expul- sion from class and suspension from school, according to our school policy. Stick to It So, you've made your plan. You've written it out. Here comes the hard part: Stick to it. Call those parents. Make time for those meetings. Don't give extra warnings. Don't be lenient. Do this day after day until it becomes your boring habit. Consis- tency is the most difficult part of dis- cipline because none of us is mean. We don't want to make kids cry. We don't want to deal with angry parents or inconvenienced bosses. But those sad days are an investment paid towards better days in the future. That's what discipline really is. Growth in Discipline Are you thinking now about your own specific challenges? Your own school? Your own boss? Your own students? Your own exasperation, even? That's good! I have a discipline system that is working right now. Experience has taught me that it might not work tomorrow. New challenges demand new strategies. That's not failure— that's growth. Model that process for your students. That's another way of teaching discipline. Rama Hughes is an art teacher at Yavneh Hebrew Academy in Los Angeles, Cali - fornia, and a contributing editor for SchoolArts. rama@ Get Published! Write for SchoolArts! Go to WritersGuidelines for information. Author benefits include: • free one- ear print and digital subscription. • up to six free copies of the issue in which our article is published. • honorarium of up to $100 per article. • tw ears of access to Davis Digital. SCHOOLARTSMAGAZINE.COM 41

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