Goal 1: Elementary PlacementI will use a visual schedule at the start of each class to help students understand the day’s plan. I will check in weekly with my cooperating teacher to see if it’s helping students stay on task and transition more smoothly.

      During my time teaching at Saturday Arts Lab, I experimented with strategies to support a positive learning environment, but I’m also thinking ahead to my student teaching placements and considering what I want to try next.

       In my ideal art classroom, behavior management starts with creating an environment that supports student autonomy, creativity, and respect. I would establish clear, consistent expectations from day one, focusing on community agreements like "take care of each other, take care of materials, and take creative risks." These expectations would be visible on the wall and reinforced through modeling, positive reinforcement, and reflection throughout the year.

Case Study 1: “Leo” - Building Confidence Through Encouragement

Like many first-time teachers, I walked into the classroom with a clear vision and high hopes for every project. I imagined students would be equally excited about each lesson, inspired by the materials, and immediately invested in the big ideas I had planned (I can hear the veteran teachers laughing here). But reality doesn't always match expectations. Some students were deeply engaged for most projects, while others sometimes seemed unsure or uninspired, especially during my earlier lessons. At first, I took this personally and worried that maybe I hadn’t designed the “right” project. But after reflecting, I realized the issue wasn’t the content, it was ownership.

This lesson, titled Colorful Horizons: Exploring Landscapes, explored how artists use abstraction, color, and composition to express mood and memory in landscapes. We drew inspiration from the work of Ted Harrison, whose vivid, stylized depictions of the Yukon encouraged students to move beyond realism and think about how places feel rather than just how they look.

          Working with students aged 10 to 12 at the Saturday Arts Lab (SAL) provided an exciting opportunity to engage with learners at a pivotal developmental stage. At this age, tweens are developing greater cognitive abilities, including abstract thinking and metacognition, while also navigating significant social and emotional changes. They seek autonomy, but still require structure and guidance, making it essential to create a learning environment that balances freedom with support. 

            I taught for eight weeks at the Saturday Arts Lab (SAL) at SUNY New Paltz during the Spring 2025 semester, working with a class of 17 students between the ages of 10 and 12. Our sessions took place in the Smiley Art Building, a college-level studio space stocked with materials for drawing, painting, sculpture, and mixed media projects. I arranged the classroom using large group tables positioned so students faced one another, encouraging conversation, collaboration, and shared problem-solving. This setup supported both whole-group discussions and smaller peer interactions, allowing students to comfortably engage with each other’s ideas while working independently.