DISTRICT 9 (BLOG 9)

· Establish a sense of security through consistency; deal with student on a fair and balanced way. Using persuasion rather than power or threat to solve problems

o I would hope to make the project seem interesting and fun so that the child would want to take part in it. I won’t really have the option of power or threat because there is not a long standing bond between the child and myself. I will have to make the project appealing to him/her.

· Set up parameters for class interaction and limits on behaviour

o I will definitely set down some ground rules. But rather than dictate what they can or cannot do, I would rather start a dialogue about what sort of actions are appropriate and which aren’t. Outside of a classroom setting however, the rules will be more closely tied to the project and the materials rather than decorum.

· Allow students adequate time and instruction so that they can have the opportunity to develop a sense of competence in particular art activities

o Since it is one child and myself, s/he will dictate the timing of the project. I will encourage productivity and efficient time use, but not enforce time limits or rush them.

· Provide immediate and meaningful feedback during the formative stages of learning so that the students know that they can do well and how they can improve

o Well, if the project were set up into various stages, than I would have the perfect opportunity to address the issues with the piece so far, and commend the achievements. If there were no set stoppages in the project, than I would set aside a few minutes for a snack or brainstorm break, and use that time to assess the piece.

· Strive for a sense of connectedness (with) the (student)

o I will be working beside the child on the same project. We will get to share the jpys and problems of the experience together.

· Show respect for individual differences across cultures, religions, learning styles, race, gender, and thinking by using activities language and visuals that support student diversity

o I would use humour. Humour may not be totally universal, but it comes close. I had a teacher who addressed this issue particularly well by making jokes about our differences and celebrating our similarities. If a tense issue of diversity arose, I would make light of it, and reinforce our similarities

· Develop a feeling of belonging by letting students collaborate and bond with a variety of peers under various circumstances

o In the classroom this may be achieved by setting up group activities, and changing the members of the groups regularly. Or by having activities that the entire class would participate in

· Focus on the positive and build on students’ unique strengths so that students will persevere in their artistic endeavours

o In a classroom setting, it would be important to not only find positive things to say about the students’ work, but I would also want to find something unique about each to make a positive remark about.

· Be caring, respectful, and nurturing at all times

o Nurturing takes many different forms. I wouldn’t say that I am a classically nurturing person. There are ways in which I will be nurturing without being overly sentimental and mushy. I could make wild displays of affection for a child’s work and embarrass them in a good way, to show that I was proud of their accomplishments.