Part One - The Learner and Learning: The educator demonstrates ability to thoughtfully examine, critically analyze, and insightfully reflect upon their readiness to use an understanding of learning theory, learner development, and learner differences for the design of effective learning experiences in a variety of settings with diverse learners.
Interpretation of Theme & Reflection of Personal Learning:
The theme of Part One is: The Learner and Learning which incorporates development of the learner as well as learning differences and environments. The incredible task of an educator, and specifically an art educator, is to adjust the learning expectations for each group that comes in to the art room. Since art teachers often work with all the students within a school, seeing every grade, they are responsible for knowing how kindergarteners learn as well as eighth graders. Knowing art content and techniques is a start, but the art educator must have a solid understanding of child development in order to effectively teach the art curriculum.
Teaching Standard 1.2 states: The educator uses an understanding of developmental theory (in areas such as cognitive, linguistic, social emotional or physical) to design appropriate learning experiences. According to Wood (2007), "...knowing curriculum content is one thing; knowing children and child development is another" (p. 5). Wood's Yardsticks is a basic, year-to-year description of what typical behavior looks like from age 4 to 14. As an educator, especially as an art educator who will most likely see a range of ages in the art classroom in one day, it is imperative to understand how people learn and what to expect of them at different ages.
One observation I made while student teaching at Charlotte Central School was that my mentor teacher, Lisa Bresler, had silly songs ready for her kindergarteners when they were waiting for their classroom teacher to come pick them up. She speaks very differently to her 4th graders as they did the same. When Lisa had me teach kindergarten the Potato Pants lesson, she gave me the immediate feedback that I naturally differentiate between the grade levels. The way I spoke to and the expectations I have of the kindergarteners was vastly different than how I addressed and what I expected of the middle schoolers earlier that day.
Although I do have experience working with many different ages, this does not mean that my learning is complete. I crave new learning experiences and will always pursue opportunities where I am able to learn more about childhood development and learning. I will read just about any book or article recommended to me by an educator and I believe that attending conferences and trainings are beneficial for educators at any stage in their career. I also plan to revisit the resources such as Yardsticks throughout my years of teaching as such resources are valuable even after years of experience.
Learning environments have an impact on student learning capacities and creating a space for students in which to learn is part of an educator's job. Teachers decorate their rooms to stimulate and engage students, they greet their students when they arrive and check in with their individual needs. Educators strive to create a space where students feel not only welcomed, but safe and accepted while learning about new concepts or ideas. The role of an educator is to understand the needs of the young beings walking into the classroom each day and then engaging them in a way that is meaningful and memorable. A learning environment is not defined by what is on the walls, but the way that students are treated and cared for. When students feel that their educator cares about them, wants them to be in their classroom, and will not give up on them, they are much more likely to want to learn and be successful in school.
One of my professional learning opportunities was attending the training: Basic Specialized Care hosted by Childcare Resource. The instructors emphasized the importance of knowing where a student was coming from, if they were getting their basic needs met (food, clothing, shelter, caring environment) before setting expectations for them. When students are struggling to feel accepted or cared for, they will have a hard time sitting still or listening to instructions. Being aware of these important factors in a child's life can be an incredible strength of an educator. I have not yet had the opportunity to design my own classroom but I did spend time with my mentor teacher, Lisa Bresler, on rearranging and decorating her two art classrooms, keeping in mind the desire to stimulate students but not overwhelm them so that the art room could serve as a place of learning but also feel safe. I will invite in colleagues, including the school counselor or social worker to gather their feedback. I plan to spend a great deal of time setting up my future classroom with these factors in mind.
Resource: Wood, C. (1994). Yardsticks. Stenhouse Publishers.