Since art classes are usually project based, I decided to design a project of my own. The students had to create an animal portrait in colored plasticine. They glued their creation on a cardboard with hatching or cross-hatching on the background, which was practiced during the previous classes. In total, the project lasted for 6 classes and I graded their work once they were done. 

     I always have an accommodation section in my lesson plans to be prepared to face issues that might arise and help the students as best as I can. During my placement, I had the opportunity to work with several students with different accommodations and codes. In a grade two class, I would interact and sometimes help a blind student every week. The projects had to be adapted to her disability. There were also students with sensory issues, anxiety issues, insecurity, anger issues, and a few on the spectrum which I taught directly to in my grade 5-6 class. I would think ahead of solutions to reduce their work load, if a situation was to arise during the class. I didn't have to resort to it, but there was a SET available during the lesson that I would have asked to help a student individually. However, everything can't be predicted and I would rely on classroom management strategies to deal with disruptive students. I would give three warnings and then move the disruptive students to work alone. In the case of more emotional outbursts, I would ask the students to go in the hall to deescalate the situation.

I also planned ahead for students with a faster pace. In art classes, the amount of time each student needs to accomplish a task varies greatly. So, I plan ahead to make sure none of them is wasting their time and also have clear deadlines that are shared with the students at the beginning of the lesson. I make sure to share my behavioral expectations  with the students as I give instructions, so the lesson runs smoothly.