Creating a Safe Learning Environment

As the semester comes to a close, I can't help but think about all the people who have made my learning possible.  My professors and peers allowed me to be myself.  There was never judgement, only support; there was never a "wrong, try again," but a kind "you almost have it...keep going."  This is the way I want my classroom to be!  I want my students to feel silly, I want them to be comfortable enough to make mistakes, most of all I want them to be comfortable enough to share.    I found this great list on Edutopia and just had to share.

http://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

THIS is what it is all about, THIS is what will make the learning environment a place everyone wants to be, THIS will make life teaching enjoyable,  THIS will help me be a better teacher!

Twenty Tips for Creating a Safe Learning Environment

I visit a lot of classrooms. And I'm always fascinated by the variety of ways teachers launch the new school year and also with how they "run their rooms" on a daily basis. From these visits and my own experiences as an instructor, I'd like to offer my top 20 suggestions for keeping your classroom a safe, open, and inviting place to learn.

1. Community Build All Year Long. Routinely include strategies and activities in your lessons, such as Save the Last Word for Me, that allow students to express their thoughts and ideas, build relationships, and practice collaboration. This will help grow and maintain a feeling of emotional safety in your classroom.

2. Post Student Work. When displays of essays, poems, projects, and exams dominate the walls, there is student ownership of the room. When they look around and see their own writing and thinking, they certainly experience a higher level of comfort than if they see store-bought posters. That said, if informational posters are needed, ask your students to create them.

3. Have Non-Negotiables. Along with classroom rules and procedures, students must know non-negotiables right out of the gate. My biggest non-negotiable? Name-calling. This resulted in an immediate consequence (a call to the Dean and removal from the classroom that day). We have to tackle such things as name-calling head on or else kids won't feel safe to be themselves, let alone learn.

4. Admit When You Don't Know. Students appreciate when we show our humanity. Saying "I'm not really sure. Does anyone else know or might they like to look that up for us?" is powerful stuff.

5. Read with Your Students. The message this sends: I like to read. I don't just tell you this and grade you on how much you read, I read side by side with you. You see my facial expressions as I struggle to understand something difficult and you see when I feel emotion at a sad or funny part. I am a reader, too.

6. Remain Calm at All Times. Once a teacher loses it with a class or student, it takes a long time to rebuild that feeling of safety and trust within those four walls. Step right outside the door and take a few breaths. It's worth it.

7. Take Every Opportunity to Model Kindness. They will follow.

8. Circulate. Mingling lets you monitor their work, yes, but it also gives you a close view of any tensions or negative energy brewing with groups or between students. Also, circulating gives you great opportunities to overhear a student sharing an idea or question that you can use with the whole class.

9. Address Grudges Early On. If tension is building between a couple of students, create time and space for them to talk it out while you mediate.

10. Write with Your Students. The message this sends: I like to write. I don't just tell you this and grade you on your writing, I write side by side with you. You see me struggle as I am drafting a poem or letter, and you see me contemplate new words, cross-out old ones and take chances as I revise. I am a writer, too.

11. Model Vulnerability. They will appreciate this. If we are asking kids to write and talk about times they have felt scared, alone, confused, etc., we need to be willing to do the same.

12. Follow Through with Consequences. A consequence must proceed a non-negotiable. Students need to know there's a consequence for those serious infractions. They need evidence to believe they are safe in each classroom.

13. Smile Often. The antiquated saying in the teaching profession is wait until Christmas to smile. This is just plain silly. Let the children see those pearly whites often and genuinely. The more smiles we offer to students, the more we will receive.

14. Use Every Opportunity to Model Patience. They will notice.

15. Give Kids a Chance to Problem Solve on Their Own. It's so much better when ideas and solutions come from the student. This is a chance for us to ask rather than tell: "What might be some things you can start doing so you complete your homework on time? How about I write them down as you tell them to me?"

16. Laugh with your Students. The message this sends: Learning doesn't have to always be so serious, nor do we. Sometimes, when tensions are high, like during testing or when crazy things are happening out in the world, we need to laugh together. It's okay.

17. Offer Options. If we start an assignment with, "You will have three choices," kids may even get excited and are often much more willing than when we say, "The assignment is...." By giving kids choices, we send a message that we respect their decisions.

18. Keep the Vibes Good. Students, no matter how young, know when a teacher is not happy. Joy can be contagious, but so too can misery. Maybe a vacation, a massage, watching a TED Talk, or even changing the grade level you teach will help re-kindle the flame between you and teaching when you are in a slump.

19. Sit with Your Students. Sitting in a chair made for a child is not the most comfortable thing for an adult. But joining a group of children at their table takes us off stage and let's us, even just for a few moments, become a member of the group. We might ask a strategic question, inquire about the group's project, or simply listen.

20. Art and Music Feed the Soul. (And they starve the beast.) Incorporate both of these routinely in your lessons.

Cinquain

Cinquain?   What is a Cinquain?  That was my reaction!  However it is much easier to do than to say.

A cinquain (siNGˈkān) is a five-line poem that describes a person, place or thing.  In class we did a cinquain poem about our neighborhood.  I think this would be a great way to start the school year or introductions to poems during Language Arts; have the students create one about themselves.

The cinquain is much easier than one would think;

a one word title, a noun that tells what your poem is about

two adjectives that describe what your writing about

three -ing particles that describe what your poem is about

a phrase that tells more about what you're writing about

a synonym for your title, another noun that tells what your poem is about

This is also a great way to help students identify adjectives, nouns, synonyms, and particles.  Teachers could make it a lesson for example Mother's Day, let's create something special for our moms.  Teachers could create a LEA by opening up a rich discussion about ways to describe (adjectives) moms and go from there.  Students could also be given random pictures of history and asked to write about what they see and feel from the picture.  Teachers can help students build self-esteem by writing about themselves.  So many possibilities; let's get started!

More information of cinquains

http://www.readwritethink.org/classroom-resources/lesson-plans/composing-cinquain-poems-with-43.html

Cinquains with a twist (building vocabulary)

http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00067/

http://www.layers-of-learning.com/learning-word-roots-activites-and-printables/

http://www.pinterest.com/amyfortner11/cinquain/

Field Trips

Remember when you were younger, weren't field trips the number one thing you couldn't wait for in school?   Today, due to budget cutbacks, students don't get to experience all of the wondrous field trips.  Does that mean we have to take away all the wonder from the classroom?  Absolutely NOT!  Take your students on a virtual field trip.  Let them explore the wonders of a place they may never get to visit.  Bring excitement back to Social Studies and other content areas.

Are you studying geography in your classroom?  

Visit the Grand Canyon!   

http://www.nps.gov/grca/photosmultimedia/virtualtour.htm

Not only will your students be able to identify where the Grand Canyon is on a map, but they will get a feel for being there.  With the link above, students can get updated news about the canyon such as daily alerts that are in effect, history, culture, nature, science, a virtual raft or hike and much more.  There are even links to help teachers plan for the virtual field trip.

Teachers and students can create passports at the beginning of the year and make entries for each place visited.  Virtual field trips are not limited to places within the United States of America, travel out of the country and explore different cultures.  Create a track-star or Webquest for students to choose where they are going to travel.  Add extensions for students to describe how they would get to their destination, what would they take, why?

Field trips are great, but when they aren't possible or unachievable, travel with the resources you have.  I know that these tools would have been much more interesting for me than reading from a text!  In order for teachers to be effective facilitators we need to be able to teach students with the tools they are interested in.  For many of them, the Internet is that tool.  Take advantage of the tools you have and watch your students academic growth!

Making Social Studies F U N !

Making Social Studies fun...I would have never though that possible until recently.  When I was in school, many years ago, Social Studies was one of my least favorite classes.  I hated trying to remember all of the dates, people, times, etc.; it seemed like a waste of time.  I feel like all we did was read and test from the book.  I don't remember any fun activities.  However, during this semester I learned many valuable ways to incorporate FUN and EXCITEMENT into Social Studies!  

One way is to make the student think and act like a historian.  Give them a job to do.  Instead of just reading from the book, incorporate a fun prediction discussion.  Let the students tell you what they know or their opinion of what happened.  Then look have them look for supporting claims.  Provide them with opportunities to collaborate with other peers, let them recreate documents and present them to the class, act out scenes, question the characters and let them be part of the history.  In doing so they will remember the important facts that were learned while expressing themselves.  

Other ways to make Social Studies fun is to incorporate music.  The Internet and World Wide Web offer so many options that were not available when I was younger.  As an extension, encourage the students to create their own song to remember content.  Encourage students to recreate what the scene looks like in their head as they read about the civil war or the Boston Tea Party.   Have students create their own cartoon script of the events.

There are so many ways to make learning fun!  The more fun students are having, the more engaged they become, the more engaged they are the more they are learning the content and not just memorizing it for a test on Friday.  

Here are some websites to help you get started...

http://www.teachhub.com/5-ways-make-learning-fun-again
http://www.pinterest.com/rachris/making-learning-fun/
http://www.makinglearningfun.com

Empathy

Empathy....the ability to understand and share the feelings of others.   Empathy; how can you teach another person to understand and feel?  With music and pictures!

Teaching students of a technological, materialistic world to understand a time when these things did not exist is difficult.  We want our children to feel safe and loved, but at the same time I believe that it  is important that they learn how fortunate they are.   How do we get them to understand how life was like without all of this stuff?  Pictures!  One picture is worth a thousand words.  Students can take a "picture walk" through a specific time period.  A picture walk allows students to develop an idea of when, where and what life was like.  Looking at picture without a script lets the student try to put themselves there and try to imagine what it would be like.
( http://www.handsandvoices.org/articles/education/ed/V11-2_picturewalk.htm )
Adding music to specific images can enhance the students ability to actually understand and feel what is happening.

In class we created a music video with historical images, mine was about 9/11.  This was a time in history that we were all in shock.  For those of us who were old enough to see what was happening know that there are so many words to describe the thoughts and feelings of that day.  However, the children who were not yet born or too young to understand will find it hard to feel the same way.  Combining music with images of that day puts together a story line they can see and feel.  Music is a way to release feelings.
( https://iu.box.com/s/z7ir4txunlc86l5gd3c5 )

Shoe Box Project

In this picture you see two ladies that appear to be looking at a cell phone, but that is not the half of it!  During this class we had participated in a Shoe Box activity where we were pretending that if we had to leave immediately and there was not room for everything, what would you take?  Your clothing, cooking supplies and other necessities were on the truck (or wagon depending on what time you are studying) you have a shoe box for anything else.  What do you take?  What do you leave behind?  What can you sacrifice?  Living in a society that values things it was a hard choice.  Many of us choose items that represented family, religion, and things that we needed to have a healthy life.  In my box, I choose my flash drive (believing that we would have technology and they can store so much), family pictures, my cell phone, and my medication.   Others choose items such as those from family that had been passed down for several generations and daily journals.  Items like these document a story for future generations to look back, observe and learn about how we live today. 

I really enjoyed hearing about everyone's most treasured items.  Sharing pictures, journal and family traditions opened a door more into the lives of my friends.  As I listened to them talk about their items I could sense their pride and love.

Later, as we discussed ways to use this in the classroom, I wasn't sure that this is something that I would or would not do.  However, after much deliberation about the topic I was reminded that no matter how poor a family is every child has something that is special to them.  This would be a great way to introduce being thankful.  Have the students bring in a shoe box and ask them to fill it with one to four items they are thankful for.  The students could share during our closing circle or  one-on-one, rotating every seven minutes.  

Teaching With Music

Think back to when you were in school?  What subjects or lessons do you remember?  Chances are the lessons that you remember are those that you were taught with music.  In pre-school and kindergarten students learn body parts (Head, shoulders, knees and toes; knees and toes) and ABC's to songs.  As students grow they learn catchy songs that help them remember grammar, punctuation, math, states & capitals and much more.  Using music in the classroom can make a boring lesson on how a bill becomes a law more interesting.  Students are also left with a catchy tune that they can replay to themselves during assessment time.

Lucky for today's teachers, we have a huge mixture of technology and music at our finger tips.  The School House Rock series has been around since the early 1970s, but is just as popular and interesting as it was then.  There are 52 songs and videos filled with all kinds of content rich information.  If you can't find something from School House Rock, you can look at these sites

http://www.songsforteaching.com/socialstudiessongs.htm
https://www.flocabulary.com/subjects/social-studies/

Each site is filled with a overwhelming amount of songs to help students learn and remember content.  As you plan your next lesson, think about what you want to teach, how you are going to teach it, and can you integrate music to help students gain a deeper connection.  Your students will look at learning as fun.

For more information about integrating music into lesson, read the following article.
http://listeningandspokenlanguage.org/Music_as_a_Teaching_Tool/

Trade Fair

In our class we participated in a trade fair.  What a great way to exchange something that is just sitting around your house for something that you could actually use. 

The items that I took to trade were a gallon zip lock bag of wine works (I had been saving them to make some crafty pintrest cork board or hot pad, but never had the time), a set of plastic placemats that came with my daughters fundraiser stuff last fall (they were nice, but almost a year on the shelf, it was safe to say they were not going to be used any time soon), and a black infinity scarf with skulls on it (I loved the scarf, but never found the appropriate time to wear it; not a good fit for a school outfit, definitely not to church on Sunday or for a parent/teacher conference.  It was just sitting in the closet) and an extra copy of Silverlicious!

Maria loved the scarf! Randy took the book Silverlicious for his recently born daughter.  I believe that Julie traded for the table mats and Clare wanted the bag of wine corks.  I left with a ton of books to add to my library.   All this little stuff happily traded for more books!  I thought it was a good deal. At the end of the day some friends unloaded extras they didn't need while others were happy to take it off of their hands.

Often times when teaching Social Studies to young children they have no idea of what it was like for people to "trade" items instead of paying money for them.  Having a trade show such as this is a great way for students to develop a better understanding.  Students would also see how some friends would be willing to bargain more than one item to get what they really want.  One friend had the pedagogy study test; many of us were willing to barter everything for the bound book of gold!

When doing this project with a classroom, the students wouldn't have to bring things from home (you never know if they have permission or not), but they could make stuff in the classroom.  How great would it be for students to let their creativity shine and see what they can create!

Closing Circle

While researching ways to create a democratic classroom I read an article by Dana Lynn Januszka andKristen Vincent called, "Closing Circle;  A Simple, Joyful Way to End the Day"  https://www.responsiveclassroom.org/article/closing-circle

and I started to think.  I thought about the field placement where I spend two days a week in a second grade classroom, the morning circle we do, and how chaotic the end of the day seems.  I thought the idea sounded magical.  Could a closing circle be the way to calm the chaos that erupts as soon as the students start putting on their coats and stacking their chairs?  I reflected on the morning meetings I have been apart of, it was the way the day was started.  Morning circle erases the chaos of students straggling in slowly and lets the students know the school day has begun.  Every day the class is started the same way; morning meeting circle, morning greet, morning activity and a short share.  Sometimes the teacher asks them to share what they did over the weekend, what they are going to do over the weekend, what they learned about a classroom activity, how to be helpful in the classroom, rule reminders, etc.  After morning meeting we jump into math and off we go for the day.  It seems that by the end of the day, it is a scramble to get everyone ready to go and lined up for busses.  I am thinking that in my future classroom, I would like to have a closing meeting.  As the authors say, "The closing circle routine is a manageable way to peacefully wrap up the day..."  Manageable and peacefully are two words that stuck out to me; is this possible?  The more I read, I learned that by establishing a closing meeting circle not only helps the teacher keep the classroom under control, but that students have a chance to take ownership of their work and behaviors.  School is still in session until students are on the bus.  I think having a closing circle routine will help students get ready to go promptly, it gives them a chance to change gears from learning to reflecting.  Closing circle should be positive to give students a feeling of accomplishment instead of overwhelmed.  The idea of a closing circle at the end of the day is one that I plan on implementing in my future classroom.  If you have not had a chance, read the article!   In addition I have found some web sites where you can get more information and ideas.

http://www.realclassroomideas.com/resources/Responsive+Classroom-Closing+Circle.dochttp://www.pinterest.com/tessa1616/responsive-classroom/

http://www.responsiveclassroom.org/product/closing-circles?gclid=Cj0KEQiAneujBRDcvL6f5uybhdABEiQA_ojMgo78JNn9ZyNeRwYHmlOFTMup5EbGyZPnblNmYa2zoIwaApVK8P8HAQ

        TOLERANCE is the word of the day!  
In Social Studies we are developing ideas about community and how we all fit in.   My assignment was to find a picture explaining what I believe TOLERANCE to mean.  This picture summed it up.  TOLERANCE is disagreeing but accepting the differences within our community. As the poster to the left says, "We are not the same, but we are all equals."  I understand TOLERANCE as agreeing to disagree and respecting our differences.  We are not all the same, we are of different race, gender, and heritage.  We do not look like cookie cutter molds of each other on the outside, however we are all made up of the same things on the inside. America is a country built from a variety of religions, morals and ideals; who am I to tell anyone else that what they have been raised to believe in is wrong?  If more people had TOLERANCE the world would be a much happier place.  Where do we begin?  With our children!  Children are NOT born intolerant, we pass our views on to them as they grow.  If we expect the world to become more tolerant then we must practice TOLERANCE in our homes and schools.  The world will not change overnight, but in order for it to begin we must start with the person in the mirror.

For more information on how to teach children the importance of TOLERANCE visit
http://kidshealth.org/parent/positive/talk/tolerance.html

My Visual Art Project Reflection

1.              Looking at all four of my art projects I can say that I actually do have a little bit of artistic ability.  I never considered myself an artist, but I see that I can draw and paint.  I also found out that I can take items found in my pantry and with a little creativity make a piece of art that looks fun!

2.              My favorite part of the art process was the watercolor painting.  It was fun and relaxing.  I liked taking the colors and blending them together.  My least favorite was the salt art.  My picture came out ok but trying to paint the salt was time consuming and it kept getting stuck on my brush, irritating me.

3.              Choosing art projects from a list of what was available forced me to try a variety of things I would not have tackled on my own.  This process narrowed down my choices and enabled me to pull out my inner artist.

4.              I have learned that when teaching visual arts everyone does not have to try or do the same thing.  Offering many options gives students the opportunity to choose something they are comfortable with or something completely outside their comfort level.  Some students don’t work well outside their comfort level and others like to be challenged.  I also learned that visual arts are different for everyone.  Many of us did the same project, but created something completely different.  Visual arts are seen differently, not everyone will agree on what they see.

5.              My favorite picture is the Georgia O’Keefe inspired watercolor painting.  I had an idea of what I wanted to do and with the help of a step-by-step how to draw a calla lily I was able to complete it.  I had my sister in mind when I choose this picture and will feel a sense of pride every time I see it in her house just knowing that I did that!   My least favorite is the textured painting with the popcorn.  I am proud of what I did, but he cardboard curved as it dried and it isn’t one that I made for anyone in particular unlike the others.

6.              Family! 

I choose the word family because in some way each piece represents someone in my family.

·      Movie Night reminds me of movies with my girls.

·      Lady Bug is for my niece Bella.

·      Calla Lily because they are one of my sisters favorites.

·      Handprints because these are the people that matter to most to me!


After I thought about my art pieces and how I was able to try new things I started to see the importance of integrating art into lessons.  With art integration, students can show understanding, develop a greater understanding, and express themselves.  Art is also relaxing, especially when students are given different options to use.  What works for one won't always work for everyone.  Art needs to offer differentiation just like the lessons we teach our children.
Listed below are some links to find out more about integrating art into the classroom:

• http://www.scholastic.com/teachers/collection/strategies-arts-integration
• http://www.edutopia.org/blog/core-practices-arts-integration-susan-riley
• https://www.teachingchannel.org/blog/2013/05/17/arts-integration/

Art project number 4, abstract art...how hard can it be?  Yeah right!  

When I originally choose the abstract art I thought that I could just through some paint on a canvas and swirl it or combined it and that it would come out awesome.  I view abstract art as something but nothing.  The something relates to the fact that the artist made a specific piece of art with a vision they had.  The nothing is where another person looking at the piece of art sees it as just a bunch of colors randomly painted, dropped, swirled, blended, etc on a canvas with no rhyme or reason.

So here I go!  My vision was a spectacular piece of art that had a 3-D vision to it.  The artist used several layers of colors that circled from the center and out.  OK...so I picked out the colors and the canvas and was ready to go.

Step 1:  Paint canvas black

Step 2:  Choose a color 
I choose purple, then yellow.  I thought that I could just drip it over the canvas and make a swirl pattern, but the paint came out too think so I painted it into the swirl.  Not too bad right now.  Enough messing with the painting.  Time to let it dry!

Step 3:  Add more colors
Red...and this is where it went bad.  The red took over!  I wasn't really interested in painting right then but wanted to get the project done so that I could put everything away.  I tried to wipe off some of the red; no luck.  Once again I let it dry.
With my canvas all red I didn't like it and didn't know what to do.  I almost tossed it in the garbage and started over.  Then I changed my mind.  Abstract to me is something but nothing, so what can I do with what I have?  Looking at my girls sitting at the table painting, it hit me.  This painting will be all about my family.  I decided at that moment that I wanted to have everyone choose a color and put handprints on the canvas; me, Jeff, Eryn, Ashley and Riley.  I wanted my prints to be last.  Ashley (silver) was first, then Riley (yellow), next Eryn (gold), Jeff (green) and finally me (blue).  I wanted to be last because I had the idea of making a heart, the best I could, with my hand.  

As I reflect on this project, I am a little disappointed that I couldn't get the art the way I wanted, however, I am pleased with the outcome.  The final project may look like nothing to you, but it is something to me!  This is my love, life and family.  On the back of the canvas listed is everyone's color and age along with the date.  This will be a piece of art that will be happily hung in the family room.  This represents the people in my life that I love the most!

Week 3....I choose a salt painting.  It sounded interesting and I was excited to give it a try.  I started doing some browsing on the Internet and found this beautiful picture and thought it really couldn't be that hard.  Also, noticed that a lot of the salt paintings were done in schools by younger children.  Once again, I thought I could make some really cool art for my sister who recently upsized and needs some art to fill the walls!

https://www.blogger.com/blogger.g?blogID=166759084845169994#editor/target=post;postID=7211269612129748632

The above picture is what I had envisioned, however after a little experimentation at home I realized that this wasn't working out the way I had intended.   Then in class, a peer shared her salt picture; something she was making for her daughter.   Once again, I started thinking about what I could draw and who I wanted the picture to be for.  Then it hit me...how hard could it be to draw a lady bug?  My sister-in-law has called my 9 month old niece, Bella, her little lady bug since before she was born.  We have been discussing her upcoming 1st birthday (going to be celebrated a little early due to being a military family) and she brought up lady bugs again.  That is when I knew what to do!

I started the salt painting with an outline.  I drew the outline, topped with glue, poured salt (I used kosher salt), let dry and then painted it black.  I used black water color paints and just dabbed it along.  I expected the wet paint to spread to other areas so I waited until the black outline was dry before continuing.

After the outline dried, I poured glue in the center and in the face.  Next I used a small paint brush to spread the glue around then topped with more salt.  The black outline is raised and the interior is more flat.  I did this on purpose, hoping the colors would not run together.

The watercolor red did not seem to have enough color so I mixed in a little orange.  The color was looking like a bright red as I painted, however it dried more of a red-orange color.  I wish it would have been more red, but lady bugs are orange too.  After the color was added I used a small brush to make the spots and the lady bug's cute face.  I would have to say the legs and  the face are my favorite parts.

Finally, I painted the background a bright yellow with water colors and added Bella's name in a rainbow glitter.  I thought I was finished, but shopping at Micael's this weekend reminded me that this one of a kind needed a frame.

I found the salt painting fun and relaxing.  One thing I might change is to combine the salt with the paint and then apply the salty paint to a picture.  I think that mixing it ahead of time will help the colors from bleeding together.  

After experimenting with salt paintings I would definitely use it in my classroom.  There are many different ways that you can paint with salt.

Other websites to visit for ideas:

http://www.oneperfectdayblog.net/2012/04/27/kids-art-raised-salt-painting/

http://www.dummies.com/how-to/content/watercolor-painting-technique-creating-texture-wit.html

       Week 2:  This art project is a watercolor painting based on Georgia O'Keefe's style.  After researching O'Keefe's style of painting I found that most of her paintings were of flowers.  I found myself to overwhelmed by the beauty and delicacy of her paintings.  I wondered how I would be able to draw and paint a picture that would be a quarter as good as hers.  Upon further time searching the Internet, I found a large sloppy flower with a black outline and random colors of paint.  Finally, I thought "now here is something I can do" and set my sight on that. 

       The next step was to choose my supplies.  I wasn't sure if watercolors would work on a canvas or if I had to use watercolor paper.  I really wanted to use canvas because I had my art envisioned for a Christmas present.  My advisor recommended that I take the canvas and see what happens.  So off I went home.

      Finally, the time came to draw something.  I passed on the big sloppy flower and decided to give my drawing a full-hearted try.  Of course I needed some help, so I looked online for drawing help.  I found a page that showed step-by-step how to draw a calla lily and I began!  I started with my pencil and canvas and slowly started to draw and erase and draw and erase and finally I had a decent looking calla lily.  Keeping the person who this will be for in mind I choose to paint the background in blues and purples.  Little-by-little I started blending, a little water, little paint, and brush, brush, brush.   My final step was to outline the flower in a black bold line to make it stand out.   

     From this project I learned that I can draw and I can paint!  I would of never thought of making a project as this with out the assignment.  As my children watched me draw and paint they wanted to join in and because of that I purchased several 18X24 blank canvases and told them that their cousin Chelsea said she would like some art for her new apartment walls...wah-la! another set of Christmas presents in the making!

To learn and see more about Gegorgia O'Keefe visit the following link:
http://www.georgiaokeeffe.net

A recent project in class asked me to think about our grandparents.  Think about any memory your want and write about it...
As I sat there I wasn't sure if I wanted to smile, laugh or cry.  My thought was of a summer tradition with my grandma and grandpa.  Unfortunately, my grandfather passed away 11 years ago, however, it was great to reflect on those days.  I sit here remembering all the great times I have had with my grandparents, it reminds me that I have not had lunch with my grandma in quit some time and I should call her!  It also makes me think about others who may not have had the same positive experiences that I have.  I think about how lucky I am; a child from my mom's carefree days, adopted by another man and treated as an equal with his family!  Then I think of others.  I think of children with their biological parents who are not having experiences they care to remember and then I think of this assignment. As a teacher I am aware that I will not always know the specifics that each of my students lives with and that their family members may not always be "family."   It reminds me of the diverse society we live in and that there needs to be flexibility in assignments such as this.  I start to think of different ways I would handle these type of situations.  Then it occurs to me, this assignment of creating an art piece to reflect my memory is also a critical thinking tool.  How would I, as a teacher, address this topic?  Would I assign it or not?  I believe that I would.  I would open it up to allow the students to think of any person.  I want them to reflect on a happy time in their life and let them poor their emotions out on paper and in art.  Even if they chose to use a time that was unpleasant, I would encourage them to express it so that others could feel it. Art, in any form, is a way for children to express their emotions. Some children will share their best while for others it may be a way for them to be heard about something bad happening to them.  Encouraging expression for memories is a great way for students to strengthen ways to express how they are feeling.  The art doesn't have to be perfect, the writing doesn't have to be perfect, but expressing one's self will do the body, mind and spirit a lot of good!

Gardner's Multiple Intelligences

 Have you ever wondered how some people could come up with a solution to a math problem with out a calculator, pencil or paper?   Why many people caetely different?  How some could pick up any instrument and be successful while others fail miserably?  The key is in the way each of us learn!  Gardner's multiple intelligences show us that there are at least eight different ways individuals learn.  The picture below is the result of a intelligence survey that we took in class.  All we had to do was mark each statement that applied to one's self.  In the end you add up your score in each section and it tells you how you learn best.  Below the listed intelligences we wrote our names where we scored the highest; our strengths.  Above were our lowest score; our weakest area.  Looking at the "big picture" we learn that in our small class many of us learn differently.  Now think about a class of 25-30 elementary students.  How many of them are going to learn the same way?  In the media we hear about how important it is to differentiate learning, but how often are teachers sticking to old way, the way they were taught?  This one picture shows the importance of taking the time to get to know one's students and finding another way of teaching the same content so that no child is left behind...that, of course, has been the goal all along.  Right?n look at the same piece of art and see something competely different?  How some could pick up any instrument and be successful while others fail miserably?  The key is in the way each of us learn!  Gardner's multiple intelligences show us that there are at least eight different ways individuals learn.  The picture below is the result of a intelligence survey that we took in class.  All we had to do was mark each statement that applied to one's self.  In the end you add up your score in each section and it tells you how you learn best.  Below the listed intelligences we wrote our names where we scored the highest; our strengths.  Above were our lowest score; our weakest area.  Looking at the "big picture" we learn that in our small class many of us learn differently.  Now think about a class of 25-30 elementary students.  How many of them are going to learn the same way?  In the media we hear about how important it is to differentiate learning, but how often are teachers sticking to old way, the way they were taught?  This one picture shows the importance of taking the time to get to know one's students and finding another way of teaching the same content so that no child is left behind...that, of course, has been the goal all along...right?