Author: Logan

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.

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.’

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.