Author: Logan

Hi everyone! My name is Logan and I am originally from Sitka, Alaska. I have a degree in Art Education from Humboldt State University in Northern California. After I completed my degree I moved back home, married and worked for a few years as a Special Education aid and later worked at the State of Alaska Sheldon Jackson Museum, which I loved! A few months ago my husband applied and accepted a transfer to Fairbanks and we quickly and excitedly sold our things and moved up. Since graduating from HSU I had been looking for a certification program that fit my needs and UAF seemed to be a great option. I am student teaching at North Pole High School fall semester and will be student teaching in various elementary schools spring semester. I look forward to getting to know everyone!

Blog 6

I appreciate both of these articles. I feel that most people would have observations that support these ideas, but I haven’t yet read of any research that has data to support addresses the result of being popular at a young age. I agree that middle and high school students have a huge focus on social interactions and a lot of students hope to achieve popularity. I view popularity differently now from when I was a middle school student. Now, I generally dislike the behaviors and attitudes I see in typical popular students. However, I usually don’t go as far as to consider their motives for popularity or even the effects that pseudomature behavior will have in ten years. I see now that popular students may have an intense need for acceptance that directs them to seek popularity and participate in more risks. These behaviors may seem “cool’ but really damage their social development and possibly set them up for a hard reality out of high school if they continue to view popularity as success or acceptance.

I wonder, how do we teach students at this age to seek appropriate social behavior such as being a supportive, loyal friend, or to work hard and develop responsibility? This behavior isn’t as fun and dramatic, but will benefit our students more than being popular.

Classroom Management Observations

1.) In our classroom students usually get their projects and materials out before class starts. I am really glad that they have adopted this routine, it shows me that they are ready and excited to work. However, the down side of this is that it is really hard to get them to focus on instruction if they have work and materials in front of them. I usually say “eyes up here and tools down’ then I let them know what I need their attention for (demonstration, presentation, briefly go over procedure etc) and let them know at what time they can continue working on their projects.

 

While I am presenting, I like to have visuals to show them to keep their attention and support what I am saying. I also circulate the room as much as possible while I am speaking. If I am unable to do circulate, I make sure to look at each area of the room, making eye contact with students whose attention I need. If there are minor behavior issues I usually address them quickly and continue with what I am saying. During studio time, I am always moving around the class, in this time I provide feedback, individual instruction/modifications and address any behavior issues. For closing a lesson, I get class attention, discuss what we will be doing next class and let them know it is time to clean up.

 

2.) 3 common transitions in the art room:

-Teacher demonstration: Demonstrations are done on both the document camera and the demo table in the front of the room. The teacher has students move to where they can see the projector screen or has them stand around the table. This generally gets students away from their work and tools and helps them focus.

 

-Studio time: After instruction the teacher will ask for and address questions, then students will begin or continue work on their projects.

 

-Clean up: The teacher will announce that it is time to clean up and explain any specific expectations for clean up.

 

3.) A strategy I have observed and have used quite a lot is having students set aside their work and materials when you need their attention. If you don’t have students put down their tools, pencils, brushes etc, then they will be tempted to do their artwork or fidget with materials rather than paying attention. The best strategy I have seen and used to get attention or transition to instruction is saying something like “ok class I need your attention, that means eyes up here and tools down…. voices off.. etc.’

Student-Teacher Relationships

https://blog.panoramaed.com/teacher-student-relationship-study/

This blog post highlights a study where both teachers and students were asked to fill out the same survey asking questions about their personal interests and preferences. Students and teachers were organized into four groups, group one (control group) was given no feedback on common interests between teacher and students. In group two the students were given a list of five commonalities they had with the teacher, but the teacher did not receive this list. In group three the teacher was provided with a list of five commonalities, but the students did not receive this list. In group four, both students and the teacher received a list of commonalities.

 

https://www.apa.org/education/k12/relationships.aspx

This is a great web resource from the American Psychological Association. I really enjoy looking through the drop down categories, these also provide really nice examples and solutions for a variety of relationships.

 

https://youtu.be/4eAa03TTUFI

This teacher explains the importance of investing in relationships with her students. At one point she says that if she didn’t get to know certain students personally then she wouldn’t have been able to do anything academically for them. She stresses that before being able to focus on academics, the students needed to know that there is consistent discipline and consequences in the classroom, but also that she was there to help them succeed.

Suicide

Suicide is a heartbreaking issue and it is surprisingly common. This article brings up a lot of questions and it causes me to look at my own thoughts towards my value and the pressures I put on myself. Even more it directs me to think about my influence on those around me, especially my students. How can I consistently interact with my students that shows them I genuinely care for them, not just their grades or success as a student or other identifying characteristics? I also find concern in how I see students interact with or speak of their peers. The other day I heard a girl say “if even she can get a boyfriend, why don’t I have one?’ This comment may seem harmless to the one saying it, but it is crushing to whoever the other girl is. I could talk a lot about this, but simply said I want to work hard to prevent students from tearing each other down.

 

Many of us are out of our parent’s households, but still hope for their approval and affirmations. I grew up in a small town, the youngest child of a teacher and the high school principal. Somewhere along the line I adopted the identity of perfectionist, afraid to make mistakes or be creative. In reality I was and am far from perfect, for me this was a freeing realization. I am still learning how to “fail’ with grace, to pick myself up from unsuccessful situations and learn valuable lessons. I don’t know how to teach this to students. I don’t want to tell them “go ahead and fail,’ but how do you allow young adults to learn resiliency? Through unsuccessful attempts we are able to gain the skill of making decisions, problem solving and adapting to challenges.

 

I have to admit that, although I do have a Facebook account, social media really bothers me. There are some neat thing that can be done through social media, but generally I think it can be used to construct and present a reality that is not actually real. When much of our communication is done through social media or texting it becomes very easy to hide behind a mask and convince others that we are happy and healthy. In the article this is called the “Pen Face’ or the “Duck Syndrome.’ I also think that by viewing others lives via social media we compare our lives with what they choose to show online. We quickly can think that our lives, happiness or success are inferior to everyone else. I often catch myself trying put on my best face or trying to keep up with the success of others, but I often need to realize that I am imperfect and have a lot of room to grow, which is a good thing. I then question, why do we all feel like we need to be perfect? If we show weakness or fail at something why do we feel that we are failures?

 

This also leads me to think, what forms our identity? Is it academics, talent, beauty, athleticism, relationships, money? Any of these things can so quickly change, what do we do when/if they do?

 

I think suicide or depression has effected all of us in some way. I think for some students it is a very real option, which is terrifying. I think we as teachers can have a huge influence and have a great responsibility in our words and actions towards our students.

Blog 2: Classroom Rules

 

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My class rules will be pretty simple, but as a class we will discuss what each means and why it is valuable to the students. Respect will be for themselves, their peers and the classroom space/materials. Responsibility will include coming to class on time and prepared as well as being responsible of their actions, words and work. In the art classroom I want to stress that students need to try different and creative ways of processing information and making art, this includes respect for others work and creativity. I included openness  because students may not like a project, process, idea or discussion and I want to challenge my students to try new things, think differently and respectfully express opinions.

 

This link includes a variety of sites and articles on rules and procedures:

https://www.nea.org/tools/establishing-classroom-rules.html

Logan Hert Introduction

Hi everyone!

My name is Logan and I am originally from Sitka, Alaska. I have a degree in Art Education from Humboldt State University in Northern California. After I completed my degree I moved back home, married and worked for a few years as a Special Education aid and later worked at the State of Alaska Sheldon Jackson Museum, which I loved!

A few months ago my husband applied and accepted a transfer to Fairbanks and we quickly and excitedly sold our things and moved up. Since graduating from HSU I had been looking for a certification program that fit my needs and UAF seemed to be a great option.

I have been student teaching at North Pole High School this semester and will be student teaching in various elementary schools spring semester.

I look forward to getting to know everyone!