5位美术教师总结的课堂管理策略
原文链接：https://thatartteacher.com/2019/02/21/5-ways-to-improve-your-classroom-management-overnight/
日期： 2019-02-21
作者： Sierra Machado
分类： 课堂管理
标签： 5位美术教师总结的课堂管理策略、美术教育、课堂管理、课堂管理支持、美术教师适用的课堂管理策略、课堂管理小贴士、教育、精选文章、新任美术教师建议、新教师建议、如何成为一位好教师、如何避免课堂混乱、美术课管理、新入职美术教师建议、教学、那位美术教师
我曾极度害怕自己会成为一名糟糕的教师。
我从小便热爱艺术。我在一个充满创意的家庭中长大，艺术、音乐与创造性表达在家中永远排在首位。我们每天围坐在厨房桌旁绘画、涂鸦；周末一起拍摄自制电影；我还在蹒跚学步时就拥有了人生第一把尤克里里。艺术始终是我的热情所在，高中时期的美术课是我最钟爱的地方，后来我渐渐萌生了以此为职业的想法。
尽管青少年时期乃至大学阶段我都深深热爱艺术，但我其实并不喜欢孩子。天啊！我知道教师不该这么说，可我从来就不是那种“天生亲孩子”的人。我讨厌照看小孩，从未想过当夏令营辅导员，也不知该如何自然地与孩子交谈或互动。亲戚们至今仍拿我打趣——每次抱婴儿时我都紧张得不行，想方设法回避（婴儿头顶那块柔软的囟门……我可不想为此担责！）。
因此，对于自己选择的这条从教之路，我内心充满忐忑：万一学生讨厌我怎么办？万一我自己也讨厌他们呢？
大学期间，人们总告诉我：课堂管理将是每位教师面临的最大挑战。于是，我如饥似渴地阅读相关资料，观摩资深教师授课时认真做笔记，并暗下决心：轮到我上场时，一定要狠狠“收拾”课堂管理这个难题。
十年成功执教之后，事实证明——我真的很、很、非常非常喜欢我的学生。我关心每一位学生，而我对艺术的热情，如今正与我对教育事业的热情激烈竞逐。我越来越觉得，教学本身也是一门技艺，其分量甚至不亚于艺术创作。
美术教师的工作极为细腻而复杂，我们接触的学生真正代表了一所学校的完整人口构成。由于学生背景多元、班级规模庞大，我从中深刻领悟了如何对待并有效与青少年互动。结果发现，我性格中那种近乎偏执的专注力与对规律性的强烈需求，恰恰是教学工作的绝佳助力。
以下是我奉行不渝的五大课堂管理黄金法则，助我顺利教导年龄跨度极大、背景迥异的学生群体——从十岁孩童，到重拾学业机会的十九岁青年。
- 少说话
- 轻声说
- 多联系家长
- 为积极事项联系家长
- 践行积极的身体语言
少说话
学生极易对教师的话语充耳不闻——连身为成年人的我自己都常如此！学生们早已听腻了各种声音反复告诫他们“该做什么”“不该做什么”，因而产生听觉疲劳。我逐渐意识到，“少说”反而极为有效。应将信息切分为小块、易于消化的内容。例如，我会在课始这样说明：“我将用约五分钟回顾技法要点，随后留出时间解答疑问，接着你们将拥有整整三十分钟不受打扰的创作时间。” 或者：“今天我们将学习一项全新技法，属于‘指令型教师’日——整堂课我将持续讲解并随时叫停你们；而明天则是复习课，你们将获得两倍以上的连续创作时间。”
向学生阐明你为何以某种方式教授特定内容，有助于他们理解并投入你所呈现的信息模块。我知道某些课程或学科天然偏向讲授式，但仍有大量活动与方法，能让你无需每日像背诵《效忠誓词》那样朗读知识点，即可高效传递教学内容。学生通过体验学习，而我们身处技术时代——他们已不再需要成人每日朗读事实给他们听。对吧，Alexa？
轻声说
最容易导致职业倦怠的方式之一，就是当一个总是大喊大叫的老师。你完全可以成为一位有威信的权威人物，而无需每天嘶吼到失声。“沉默”与“安静的纪律”极其有效。如果学生做了不该做的事，仅凭我走近的肢体存在感，往往就足以制止他们。例如，若有孩子转过身去聊天、不投入作业，我会缓慢而安静地朝他走过去。有时他们甚至三十秒都察觉不到我的到来，而我就只是静静站在那里。
最终他们会抬头看见我，最常见的反应是含糊嘟囔一句“对不起！”，然后立刻转回自己的作业。若这是反复出现的问题，我会俯身靠近，轻声提醒他应遵守的课堂期待，以及若持续违规将面临的后果。一场安静而尊重的对话，远比冲学生大喊或当众点名批评更有效。
行为后果必须在开学第一天就明确设定，并在整个学期中持续强化。无论是口头警告、给家长打电话、填写留校罚单、还是取消十分钟课间休息——无论具体措施是什么，学生都必须清楚：若行为持续不当，将会发生什么。
这一方法在大型集体场合同样奏效。本周午餐值勤时，我在食堂对面看到一名男生正嬉闹着把另一个孩子搂进头锁。这类事在11–12岁的孩子中几乎天天发生，令人无比沮丧。我第一反应是隔着整个食堂大吼：“嘿！我早告诉过你们多少遍——手要放好！！！”（我承认自己偶尔确实这么干过……）
但我这次选择走过去，默默站到他身边整整一分钟，而他仍在继续“打闹”。他终于抬头看向我，我递给他一张食堂违纪单。他肩膀一垮，乖乖填好，我一言未发便转身离开。只要规则早已确立，你就根本无需大喊。
我并非声称自己在学校从未吼过学生。（毕竟我每天都要值课间休息啊……）就在本周，我还跟同事吐槽：“今天我感觉自己光顾着对孩子们凶、吼人了。”但我的确发现：一整天不提高嗓门，依然能实现极为顺畅的课堂管理，还能下班回家时毫无头痛之苦。
更主动地联系家长
课堂管理最有效的方式之一，就是让学生意识到：他们的行为不仅影响你的课堂，还会波及课堂之外。当他们真切体会到“学校世界”与“家庭世界”可能交汇碰撞时，这种认知极具分量。如果你已给予学生一次警告，随后又说“我将致电家访讨论此事”，那就请务必——真的打这个电话，认真讨论。
大学期间我在一家健身房打工，其中一项任务是致电那些连续三十天未到店的会员。这有多尴尬？我得拨通电话，先说“我们很想念您”，再委婉地问：“您最近为什么没来健身呢？”总之，我很快练就了一身强行寒暄与应对尴尬对话的本领。
我坚定奉行与家长沟通时的“三明治式表扬法”。我的标准话术是：“您好，我是______学校的马查多老师， Sierra的美术老师！我打电话是想和您简单沟通一下她近期在美术课上的学习进展。现在方便通话吗？”语气务必亲切而自信。“Sierra在绘画方面表现非常出色，我能明显看出她作为小艺术家的进步。不过，今天她已是第三次迟到；根据我校规定，第三次迟到需留校处罚。我想第一时间告知您此事，确保我们目标一致、步调统一。”通话结束前，我总会加上一句：“我的核心目标，始终是帮助Sierra在我的课堂上取得成功。如有任何问题，请随时电话或邮件联系我！”
十年来，我拨打的数百通家长电话中，仅有两次未以对方积极致谢与承诺配合收尾。即便这份“配合”未必真正落实，学生也清楚：你是一位言出必行的老师；若他在你课上捣乱，终将在家里遭遇些许不适。下次你便可理直气壮地执行留校处罚，并在处罚单上郑重填写此前与家长联络的日期——你完全有底气确信：他们绝不会说“这事我们真没料到”。
更频繁地因正面表现联系家长
我最有效的教学惯例之一，便是每周五的“正面邮件”仪式。我会从所教每个班级中各挑选三名学生，向其家长发送一封积极肯定的电子邮件。整件事耗时不到十分钟（我复制粘贴一段模板文字，再为每位学生个性化润色），却拥有惊人力量。
我优先选择三类学生：一是表现中等、容易被忽视的孩子；二是其他课上常有行为问题、但在我的课上正付出真实努力的孩子；三是有正式学习障碍记录的学生。家长们每每深受触动——竟有老师特意花时间告诉他们：孩子做得很好！最常见的回复是：“这还是第一次有老师因为好事主动联系我！”
当时身为新教师的我，简直无法相信：这样一封信，竟能如此有力地鼓舞学生本人、他的妈妈，以及我自己初登讲台的信心。
练习积极的肢体语言
肢体语言对教师而言至关重要。很多时候，我双臂交叉、眉头紧锁，其实只是在深入思考某件事。孩子们却会立刻评论：“老师您心情不好吗？”或“哎呀，出什么事了？”这时我才意识到：糟了，我的肢体语言正传递出强烈的负面信号。
我练习积极肢体语言的另一种方式是：表扬那些行为得当的学生，而非一味紧盯犯错的孩子。“我特别喜欢西耶拉现在的状态——她已端坐好，素描本也已打开并准备好！”聚焦于正面行为，能让学生清楚地知道：当他们做得正确时，你一直看在眼里；同时，也不会把注意力过度集中在屡次违规者身上。
我必须时刻提醒自己：许多孩子来自极度失衡的家庭环境，而为所有学生提供一个安全港湾，正是我职责的一部分。法律要求学生必须接受学校教育，因此，从更广泛的社会层面来看，营造安全的学习环境，是我们教育工作者一项至关重要的使命。
经过多年的教学失误、自我反思以及无数次“这节课完全没上好”的顿悟时刻，我总结出这五条黄金级课堂管理策略。初看似乎任务繁重，但坚持践行这些基本准则，能大幅削减教学中的压力与挫败感。建议您一次只尝试其中一条，我保证：您当天放学时的压力一定会减轻！很快，它们就会成为您的本能反应；到那时，您甚至会纳闷：以前没有它们，自己究竟是怎么撑过来的？
您有哪些课堂管理黄金法则？
5 Classroom Management Strategies from an Art Teacher
Original: https://thatartteacher.com/2019/02/21/5-ways-to-improve-your-classroom-management-overnight/
Date: 2019-02-21
Author: Sierra Machado
Categories: classroom management
Tags: 5 Classroom Management Strategies from an Art Teacher, art education, classroom management, classroom management help, classroom management strategies for art teachers, classroom management tips, education, featured, first year art teacher advice, first year teacher advice, how to be a good teacher, how to keep chaos out of your classroom, managing an art class, new art teacher advice, teaching, that art teacher
I was so scared I was going to be a bad teacher.
I have loved art since I was a kid. I grew up in a creative household that put art, music and creative expression before anything else. We painted and drew around the kitchen table daily, made homemade movies on the weekends and I got my first ukulele when I was a toddler. Art is and always has been my passion. Art class in high school was my favorite place and eventually I thought that I could make a career out of it.
As much as I loved art as a teenager and college student, I didn’t really like kids. GASP! I know teachers shouldn’t say that, but I have never been a “kid person”. I hated babysitting, never EVER wanted to be a camp counselor and I didn’t know how to talk to or interact with kids naturally. My relatives still make fun of me because I get really nervous holding babies and try to avoid it at all cost. (That soft spot on their skull…I do not want to be responsible for that!)
So I was nervous about this teaching career I got myself into. What if my students hated me? What if I hated them?
I was always told in college that classroom management would be everyone’s biggest challenge as a teacher. So, I obsessively read about it, took notes when observing veteran teachers and swore I would kick classroom managements butt when it was my turn.
Ten years of successful teaching later, it turns out I really, really REALLY like my students. I care about each of them and my passion for art is now competing against my passion for education. I feel like teaching is my craft just as much, if not more, than creating art.
Art teachers have a really nuanced job, and we get a true sample of a schools population. Because of the diverse nature of my students and large class sizes, I have learned so much about how to treat and interact with young people. It turns out that my personality traits of being obsessive and need for routine are really great compliments for teaching.
Here are my golden rules of classroom management that have helped me teach a diverse range of students from ten year olds to second chance nineteen year olds.
- Talk LESS
- Speak SOFTLY
- Contact parents MORE
- Contact parents for POSITIVE Things
- Practice POSITIVE Body Language
Talk Less.
Student’s can tune teachers out soooo easily. As an adult I know I can! Students have fatigue from all of the voices they hear telling them over and over again what to do and what not to do. I have learned that saying less can be very effective. Chunk information into small manageable pieces. I will start class by saying something like “It will take me about 5 minutes to review the technique, then we will discuss questions and then you will have a solid 30 minutes of interrupted work time.” Or, “Today we are learning a brand new technique and it will be a “bossy teacher” day and I will be talking and stopping you throughout the entire class period. Tomorrow this will be a review so you have more than double the time to work uninterrupted.”
Giving students insight as to how and why you are teaching concepts a certain way help them engage with the chunks of information you are presenting to them. I know some classes and subject matters tend to be more lecture style, but there are plenty of activities and methods to get your content across without reading it like it’s the pledge of allegiance each day. Students learn by experiencing and we live in the technology age. Students don’t need an adult reading facts to them anymore. Right, Alexa?
Speak Softly
One of the quickest ways to burn out is to be the constantly yelling teacher. You can be a strong authority figure without losing your voice daily. Silence and quiet discipline is so effective. If a student is doing something they shouldn’t be doing, my physical presence alone can be enough to deter them. If a kid is turned around in their seat talking and not working, I will slowly and silently walk towards them. Sometimes they won’t notice me for thirty seconds and I’ll just stand there.
Eventually they will look up and see me, and the most common reaction is a mumbled “sorry!” as they turn back to their work. If this is an ongoing problem I’ll lean in and quietly remind them of their expectation and what will happen if it continues. A quiet and respectful conversation is much more effective than yelling at or calling out a student.
Consequences should be set up on the first day and reinforced throughout the semester. Verbal warnings, parent phone calls, detention slips, missing ten minutes of recess, whatever the consequences may be, students should know what will happen if their behavior continues.
This method also works well in large group situations. During lunch duty this week I saw a boy from across the cafeteria put another kid in a playful headlock. This is a daily occurrence with 11-12 year olds and it is so frustrating. My first reaction was to yell “HEY! WHAT HAVE I TOLD YOU ABOUT KEEPING YOUR HANDS TO YOURSELF!!!” across the cafeteria. (I am 100% guilty of doing this from time to time…)
Instead I walked over and stood next to him for a solid minute while he continued to “play around”. He eventually looked up at me and I handed him his cafeteria ticket. He slumped a little, filled it out and I walked away without saying a word. When expectations are established you don’t need to yell.
I’m not saying I’ve never yelled at school. (I do recess duty daily soooooo…) Just this week I told a coworker that I felt like all I did today was be mean and yell at kids. But I have found that I can not raise my voice all day, have really smooth classroom management and go home without a headache.
One of the most effective forms of classroom management is making students realize their actions affect them outside of your classroom. The realization that their school world and home world can collide is very meaningful. If you give a student a warning and later say I will call home to discuss this, call home to discuss it.
I worked at a gym in college and one of my jobs was to call members who had not shown up in thirty days. How awkward is that? I had to call, say we miss you, and then basically ask why they haven’t come to the gym. Let’s just say I got good at forced small talk and embarrassing discussions quickly.
I firmly believe in the compliment sandwich when talking to parents. My script goes something like “Hi, I’m Ms. Machado, Sierra’s art teacher here at ____! I am calling to touch base about her progress in art class. Is this a good time to talk?” I make sure to speak with a cheerful authority. “Sierra is doing a great job with her painting, I can really see her progress as an artist. However, today she was tardy for the third time and our school policy is detention after the third tardy. I wanted to call you first to make sure you were aware of this issue so we can be on the same page.” After we talk, I always end with “my main goal is Sierra’s success in my class. Please don’t hesitate to call or email me!”
I have had only two phone calls in ten years NOT end with a positive thank you and pledge for support from home. And I’ve made hundreds of calls! Even if that support doesn’t realllly happen, the student knows you are a teacher who sticks to their word and if they act up in your class it will cause them some discomfort at home. And you can assign that detention next time and fill out the date of your prior parent contact proudly, confident they can’t say they “didn’t see it coming”.
One of my most effective rituals is my Friday positive email routine. I pick three students from each class I teach and send home a positive email. This takes less than ten minutes (I copy and paste a paragraph that I then tailor for each kid) and it is so powerful.
I start with picking middle of the road kids that I think are overlooked, kids I know that have behavior problems elsewhere but are making real effort in my class, and kids that have documented disabilities. Parents are always so touched that a teacher has taken the effort to let them know they’re doing a great job. One of the most common responses is “this is the first time a teacher has contacted me for something positive!”
I could not believe how powerful that was for the student, his mom and my own personal confidence as a brand new teacher.
Practice Positive Body Language
Body language is so important as a teacher. Many times I’ve had my arms crossed and a frown on my face because I was in deep thought about something. Kids will comment “are you in a bad mood?” or “oh no, what’s wrong?”. And I realize oops, my body language is putting off strong vibes.
Another way I practice positive body language is praise the kids who are doing things right instead of harping on the kids making bad choices. “I love how Sierra is in her seat and already has her sketchbook out and open!” Focusing on the positive behaviors let students know you notice them when they’re doing the right thing and doesn’t put the focus on the frequent offenders.
I have to remind myself that many kids come to me from really unbalanced home lives and that part of my responsibility is to be a safe place for all students. We do require students by law to attend school, so it is major part of our educational role in a wider societal scope.
After years of teacher fails, self reflection and “well, that didn’t go well” moments, I have found these five golden rule classroom management strategies. It may seem like a lot of work at first, but sticking to these basic guidelines cuts out so much of the stress and frustration of teaching. Try implementing just one of these at a time and I guarantee you will leave school with less stress! They will be second nature in no time and you will wonder how you ever survived before.
What are your classroom management golden rules?