Management Philosophy

Theorists / models that I felt would work best for my philosophy:

1. Frieberg
a. Five themes of supporting (prevention, caring, cooperation,
organization, community)
b. Classroom citizenship and creating a democracy of rules; creating
leaders
2. Jones
a. See, Say, Do; having the students not only learn from seeing but

applying it so that they have hands on with learning the material

b. Responsibility training
Teacher -student relationship
o With the teacher to student relationship, I want to create a very open, supporting
environment. I want to have that look and attitude about me that makes students not only
feel safe, but feel like they are welcome in my classroom. This is where I would like to
establish a democracy of rules, where I give my basic rules of behaviors in the classroom,
but I also want to hear from the students about input in the way they would like to learn
in this environment. I also strongly believe in Jones model of See, Say, Do teaching in the
classroom. This becomes very important, especially with art, when I am teaching a new
topic or a new style in drawing, and I want to do a class demonstration, talking about the
techniques and tricks that I am using to help the process with the skill. After the students
are able to see the demonstration, they can then take that visual and practice it, applying it
to their pieces. As a student and as a teacher, I have found this process very helpful, and
then after the students are then applying the work, I can walk around and check on their

progress and help when needed.

Student-student relationships
o Between peers, creating that open environment, where students can collaborate ideas with
each other in the classroom, and talk respectively when they work I feel would make the
art classroom environment less competitive, and have that meditation, relaxing feeling to
it. In any of the art classes I have been in, whether as a student or in a practicum teaching
students, the atmosphere is always light, fun, welcoming, and is a change from the strict
schedules and frames as would be needed from other classrooms. For art, I want students
set in tables as groups, talking to one another, with production on their work ofcourse, but
I want them to be able to relax a little bit, get out of their comfort zone with art, and feel a
welcoming environment from their peers and me as a teacher. With Friebergs model of

the five themes of supporting, illustrated in the beginning, all five are very important,
especially peer to peer. Creating that caring community and cooperation amongst students

is the key to success.

Motivation of students
o Creating a motivation of students can be challenging, and a lot of this has to come from
the student. I, as a teacher, can explain my expectations in the classroom and help with
success, but this comes down to Jones model of Responsibility training, where the
students take responsibility for their actions and their work in the classroom and how

they would like to achieve their overall best.

Promoting responsible behavior
o With Fred Jones, I felt he illustrated this best with his Responsibility training,
The use of consequences
o The use of consequences works with both Frieberg and Jones models for my classroom.
Frieberg explains not only the five themes of supporting, but for this question, the
classroom citizenship and democracy of rules in the classroom. If, as a teacher, I create
an environment in which students will collaborate with me ways in which would be most
appropriate for classroom behaviors and rules, then I as the teacher am allowing and
giving responsibility to the students, giving them also that leadership role to have a say
and understand well the consequences that go with it. With Jones model of Responsibility
training, students learn to not only be leaders, but take responsibility of their actions and
build/learn upon these actions, whether positive or negative. With art, this becomes very
important, especially when dealing with artwork and how much time and effort they put
into the piece. If I notice and understand that there is a lack of effort on a piece, then
when I do talk to the student about the grade for it, I would like for a responsible, self-

accessed answer and how this can be changed and worked upon over time.
The impact of the learning environment
o The learning environment, with the Five themes of supporting, is crucial. This shows
ways in which the learning environment can be most effective for all the learners, new to
art and the others more experienced, and make it productive and welcoming to all the
students. Working together throughout the class, using different creativities for projects,
and collaborating throughout the class makes a very productive art room.