# data[].attributes.body
Points to ponder:

How do you create a safe culture in your art classroom?

How do you set the positive tone for your art classroom?

# data[].attributes.body
Points to ponder:

What is your classroom routine?

What does fairness looks like in your class?

How do your students know what is expected of them?

# data[].attributes.body
Points to ponder:

How would you have reacted when your students do not want to do what you have instructed?

# data[].attributes.body
Points to ponder:

How do your students know what is the standard of work you are expecting?

What help do they get if they can’t achieve it?

# data[].attributes.body
Points to ponder:

What is your art classroom’s rules?

How do you convey it to your students

Do you have any rewards and consequences in your class?

# data[].attributes.body
Points to ponder:

Do you do year end survey to check on students’ interest?

Have your tried asking your students this question?

# data[].attributes.body
I usually have high expectations of all my art classes, in terms of behaviour or their art tasks.
At the start of the school, we set rules together and I will reinforce on my expectated behaviours.
Before each term, I remind students about my expectations for behaviour.
At the start of each art tasks, I will explain, demonstrate and show my expectations and I allow time for clarifications.
I encourage them to do their best in their artwork and I set different expectations for different students. I set higher tiered tasks for students who I believe can achieve and I set a benchmark for every student in my class. Those who needs more help, I provide options for them to get help through their friends, the teacher or help templates. I allow every students in my class to redo or rework on their artwork if they want to.

# data[].attributes.body
- Treating all students with dignity and respect, regardless of their background or abilities.

- Encouraging open communication and active listening to promote a sense of belonging and inclusivity.

- Fostering a culture of kindness and empathy, where students are encouraged to support one another and celebrate each other's achievements (employ the use of ‘I” statements, when giving feedback, focus on the work and not the person, use Specific, Useful and Kind feedback)

# data[].attributes.body
I would usually tell students that it’s ok to make mistakes and that there is no right or wrong in art making processes. I would demonstrate how I would make art and sometimes purposely made mistakes and role model to them how making mistakes is alright and that we can try our best to work around the “mistakes” as long as we do not give up.

# data[].attributes.body
- Show them examples of an expected artwork, done by their peers. Highlight what they have done well in, and how they achieve it.
- Share a student's work with the class, credit and praise the student for the effort, but brainstorm and discuss as a class how to improve on it. Some strategies to use are" 2 stars 1 wish, or praise-question-polish
- students who have difficulties can be shown options and templates to provide guided scaffolding

# data[].attributes.body
I create a secure and trusting classroom by respecting all students regardless of their race, gender, ability levels or background.
I start the lesson with mindful breathing techniques to get everyone ready and in the right frame of mind. I also want everyone to be calm, composed and ready. Sometimes children get overly excited for art lessons and this is important for me to start the lesson on the right foot.

Fairness is giving opportunities to all students. If there are certain limitations, then I aspire to allow my students to showcase their abilities in other ways, in other weeks.

Students learn how to behave, routines and expectations through role-modelling from myself. I also share visuals with them if needed.

# data[].attributes.body
Rules of my Art Class
A - Be Attentive to others e.g when someone is speaking.
R - Respect each other and the work environment
T - Treat others like yourself and art materials like your own
I - Imagine and don’t be afraid to try
S - Safety is the most Important
T - Try your best and never give up!
S - Share and be Nice!

We come up with the rules in the beginning of the year using the word ARTIST and everyone in the class needs to adhere to these rules

I use Class Dojo for Rewards and Consequences.

# data[].attributes.body
1) Expectations are conveyed before embarking on the projects. Sample works are shown but of a different theme or topic so they understand the expectations better.
2)Students are allowed to restart on another piece if they can explain to me what they wish to change in their work, however the previous piece will not be discarded but instead submitted together so that the students can see their own progress. They may also consult me throughout their art making process if needed.

# data[].attributes.body
Instead of addressing student in front of the entire class, pull student aside quietly so as not to get attention from other students and find out the reason for the student not wanting to do as instructed. After finding out the reason, think of a way to phrase myself in a way that can motivate the students to try. For every achievement that the student does, affirm them.

# data[].attributes.body
Sometimes I would ask them what they would like to do and the reason why they refuse to do as instructed.
I will try to use the First-Then-Next strategy to entice them .
So I would FIRST state what I want them to do and THEN check in with them. Once they have accomplished the first 2 tasks, then they will move on to NEXT which is an activity of their choice.

# data[].attributes.body
I have told students that there is always something that they can improve in their artwork and that there is no 'perfect' artwork.; that they can only get better if they keep trying. I would tell them of a story of 2 groups of art students where 1 group was asked to make the perfect artwork and another just had to submit an artwork everyday where eventually, the group that had to submit an artwork every day turned out better than those who set out to make the perfect artwork.

# data[].attributes.body
(type on behalf of someone in the group who placed the respond in wrong coloumn)

1. Have high expectations when they are into the art making process. No negative feelings (I cannot do it), no negative comments (my drawing is not nice).
2. Treat students with dignity no matter where their entry point is. All students can and want to learn.

# data[].attributes.body
1. Emphasise on respect as they share and give feedback to each others’ works. Set rules on proper ways on giving feedback to others.
2. Making use of artist statements for them to explain to others why they make art the way they made them. It is important that their voices are ‘heard’ through the artist statements.

# data[].attributes.headline
Time = 25min (Video & Padlet + Break)   

# data[].attributes.subject
Time = 25min (Video & Padlet + Break)   

# data[].attributes.body
Dear participants,

Key into Padlet at least 2 points of a positive classroom strategies that you might have done in your Art Classrooms.

Thank you :)

# data[].attributes.body
- Reframe words (Choice of words and tone matter): Instead of saying "You're not following directions," say "Let's review the instructions together to make sure we're on the same page."

- Validate their feelings: "I understand that you may not feel like doing this right now. That's okay, we all have days like that."

-  Encourage them to try: "However, I encourage you to give it a try, even if it's just a small step. You might be surprised at what you're able to create."
- Offer Choice: Offering choices and autonomy to students, allowing them to choose their own materials or projects, which can increase their sense of ownership and motivation. Celebrating the uniqueness of each student's artwork and perspective, reinforcing the value of individual creativity and expression.

# data[].attributes.body
I start the class with my set of routines
S et up,
S tand to greet
W Ait for teacher to start
P ack up

Imbue in them to be in the 'flow' before starting any art making or learning. To be ready before greeting the teacher Raises the standards of art appreciation and inculcating good studio habits. This makes them value their learning and respect their own art making and space ✨

# data[].attributes.body
Set expectation and routines so that students are clear of what is expected of them during lesson.

# data[].attributes.body
Using different tone when setting rules & expectations or reminding rules VS facilitating and encouraging responses, continuing a conversation within a class.

# data[].attributes.body
Rephrasing my words and speak calmly. Instead of telling students what NOT to do, eg Don't Talk, Don't Shout, Don't Quarrel, tell students what to do instead. Speak softly, Use kind words, Say please. Students will imitate you and treat their friends in a kind manner even when you are not around.

# data[].attributes.body
I will work together with teachers who have prior knowledge of students that I am teaching to find out more about students who perhaps have displayed less desirable traits and characteristics to find out how I can better help the students achieve a sense of achievement in school.

# data[].attributes.body
I think I used to be very much more "strict" and "angry" in the past, in trying to create a more disciplined classroom. However, I also feel that it wasn't very positive overall.
Students were more 'afraid' and did not show much enthusiasm. This year, I have decided to change the way I speak, the way I give instructions and even the way I deal with difficult characters. I noticed that when I change my body language, the students also change and mirror your enthusiasm.

# data[].attributes.body
Every year end, we engage students in a survey via SLS Poll function to rank their most to least favorite unit for the year. and an open feedback by completing the sentence: I want my Art teacher to know that...

# data[].attributes.body
I like to find out about my students interests in the beginning of the year as well as reflection/survey at the end of each module. It may not be a formal one. Verbal discussions and a simple survey where they raise their hands will do as well. Focus on how they FEEL when they are creating the artwork and not about whether or not they can achieve the task.

# data[].attributes.body
Individual consultation to most students if possible. Pair the HA students with someone who needs a little more guidance. This builds alot of self pride and confidence. Those who were guided will get a chance to reflect on their process and how they are better than before.

# data[].attributes.body
I will write comments for my students artwork. I make it a point to always spot positive things to say. Look at the child's effort as a whole, if he spend 1/2hr colouring without stopping, that requires a lot of determination. Praise the child for his determination. I also like to instill my feelings. I love this part of your artwork, I enjoy your technique. I am impressed by your first try on the new techniques. Some children will write back and say thank you, I appreciated it. That is when you know you have positively affected them.