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Re: [art_education] Answers to discipline woes (MS and up)

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  • Renah Bell
    Bravo, Larry, That was great. Do you think youmay have had some part of your success because you re a man? I d love feedback from other teachers on that
    Message 1 of 2 , Feb 1, 2004
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      Bravo, Larry, That was great. Do you think youmay have had some part of your
      success because you"re a man? I'd love feedback from other teachers on that
      subject.
      Renah Bell
      renah@...

      ----- Original Message -----
      From: "Judy Decker" <judydeckeriad@...>
      To: "Art -World Teachers" <world_art_teachers@yahoogroups.com>;
      "ArtEducation" <art_education@yahoogroups.com>; "ArtsEducators"
      <ArtsEducators@yahoogroups.com>
      Sent: Sunday, February 01, 2004 12:52 PM
      Subject: [art_education] Answers to discipline woes (MS and up)


      > Dear Art Educators,
      >
      > I was bummed when my links didn't work to the posts...
      > so I am copying and pasting...WARNING this is a
      > longone (smile).
      >
      > From Admiral Larry Seiler (or Genral of the Armies -
      > at least a five star):
      >
      > Started the new quarter, and everyone warned me about
      > the 8th graders I'd be getting.
      >
      > Having received the early word...I set up parameters
      > for a preeminent strike and frontline assault,
      > initiated first with heavy textbook artilery and
      > orders to take no prisoners.
      >
      > In fact...the first wave attack went so well, I wonder
      > why my war generals have not come up with such a
      > battle plan in the past. The students were dazed, some
      > wondered what hit them? A few accused me of enacting a
      > prison system, but by week's end...I could tell that
      > the majority of students were relieved that the prime
      > offenders were not going to be allowed to usurp
      > authority and take over the class.
      >
      > By week's end...I am very pleased with the effort
      > being put out, the more serious atmosphere. By week's
      > end, I was able to explain the atmosphere I wanted and
      > demanded that would ensure the environment for right
      > brain creative focus with optimum possible results.
      >
      > I'm sure some of you have constructed such a battle
      > plan...perhaps have even shared it...but I wonder
      > where my head was?
      >
      > Oh...I have used various methods with varied
      > success...but the textbook "I will teach you how to
      > study" approach rendered their defenses weak. I had a
      > small uprising attempt to outflank me, but reserved
      > reinforcements quickly quelched their meger effort.
      >
      > Here's what I did....I have the text book "Art
      > Talk"...and hardly ever use it really, having been
      > more frequently hands on with exceptions of history
      > lessons and such. I remembered a system for studying
      > in college that I didn't learn 'till about my junior
      > year that took a blank sheet of paper, drew a vertical
      > line 2" from the left side of the paper. As you take
      > in a lecture or study a book, you sum up what you hear
      > (but in this case...) what you just read in one
      > paragraph. Sum it up with one good sentence that will
      > remind you what that paragraph was about. Then, on the
      > other side within that 2" border area, you write one
      > or two descriptive words of your summary sentence.
      >
      > That really gets them to think about what they are
      > reading, and especially so because they will have to
      > characterize this with few words.
      >
      > The beauty...is I will give them a test. They will not
      > be able to use the book, but will get to use their
      > notes. Of course, in college...we didn't get to use
      > our notes, but this is all so new to them.
      >
      > I begin each day's block with their hittn' the books
      > for 15 minutes. We are in chapter six on shapes and
      > form.
      >
      > During this time I am assessing their efforts to
      > convince me they want to begin hands-on. I let them
      > know certainly that making art will be a privilege to
      > be earned in my room. If I am not convinced, I told
      > them that art can be book learned, or hands on learned
      > and it is their choice. If their privilege to work is
      > not earned, I'll tack on an addition 5-10 minutes or
      > if necessary we'll use the whole period. It is
      > possible to isolate one table, and have that group
      > work the text longer.
      >
      > Amazing...the students began policing themselves. I
      > began to see peer pressure work within their ranks.
      > One table this week initiated some negative reaction,
      > but the rest of the tables told them to be quiet and
      > just get to work. I have seen kids who thought it was
      > fun sitting with trouble makers now opt to sit
      > elsewhere. Offenders are finding less pay off for
      > their offenses.
      >
      > Now...if I have students that finish their work early,
      > and especially if I determine it is due to a lack of
      > caring to do their best, they know that what awaits
      > them is the instruction to get their textbook back out
      > and continue on where they left off.
      >
      > I have seen students go back, get their drawings/work
      > back out of their drawer and take it back to their
      > table to put more work into it.
      >
      > I have had a few teachers come into my room this week
      > that had this group this past quarter, and their eyes
      > grew big to witness the civility and studiousness.
      >
      > I haven't done this before...not in many many years,
      > so I don't know yet what I don't know...but so far so
      > good. The zone appears fortified, the objectives
      > appear to be well in sight.
      >
      > Larry
      > My websites-
      > http://www.artlandishconcepts.org
      > http://www.absolutearts.com/portfolios/l/lseiler/
      > -----------------------------------
      > From Judy - My "thinking kids" actually liked book
      > work - that is something they could easily do
      > (smile)-making art was harder for them. Larry is a
      > wonderful art educator and loves his job. He knew he
      > would not have any of the problems the "real" teachers
      > were complaining about....I am just glad he had so
      > much fun telling us -- that what we do is RIGHT!
      > Making art is a privilege! One that should be enjoyed
      > by all.
      > I know Larry does not view his bookwork as
      > "punishment" per se.
      >
      > Cheers!
      >
      > Judith
      >
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