6 answers
Susana
Student
Temple, Pennsylvania
1
Question
Asked
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What’s the best way to create a respectful bond in a classroom?
I have a strong desire to be an Art Teacher, I want to encourage younger generations to be more expressive and creative, but what can do I when students aren’t willing to try? How do I make sure what I teach resonates with everyone?
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6 answers
Charly Rodriguez
DJ/producer
50
Answers
Miami, Florida
Updated
Charly’s Answer
Hi! Good morning! In my personal opinion i think that the best bond to the younger generations is to understand them, put your self in their shoes, what they love, what they love to do in their lives in the present (real time), what're their concerns, etc... Base on that prepare your way of teaching in a attractive fun way. That applies to all type of topics.
Randi Felshaw
Musician/Composer
2
Answers
Fairview, UT
Updated
Randi’s Answer
One thing a teacher can do to encourage creativity in younger students is to read books that teach the concept of creativity. A perfect example is 'The Dot', by Peter J. Reynolds. This book shares the story of a young person who did not think he/she could draw anything. The teacher in the book inspires the student by making a simple request for a dot on the paper. This leads to the student discovering a love for art.
Randi, thank you!
Susana
Alan Weber
writer and retired teacher, teacher educator and academic advisor
207
Answers
Woodstock, New York
Updated
Alan’s Answer
Susana, what a beautiful question. I hope I can come up with a beautiful answer. The most basic way of developing a bond of respect with your students is by treating them with respect. That's a much deeper concept than it appears. Their ideas, initiatives and instincts have to be valued. They have to be met where they are, developmentally and personally, not where we would like them to be or expect that they be. Discipline must be applied constructively and instructively, not as punishment or arbitrary control.
Art is a wonderful means toward this, because art is not right or wrong, good or bad. It's purely the expression of the individual. So as an art teacher you should never, ever, ever have children copying, tracing or coloring in, and you should always avoid presenting children with "the way" their art is "supposed" to look, with premade models, instructions (except the most basic) or otherwise. The finished product doesn't matter, what only matters is the process of creativity and self-expression, discovery and self-discovery that they go through. In this way, you'd be respecting who they are and what is within them as individuals.
Our society crushes creativity. It teaches children at an early age that what they make isn't "good enough" or "grown up enough" or "the right way," that they have to be "taught" how to "do" art. Their "person" may have eleven eyes or none, and that's a matter of development, imagination and revelation of the feelings inside them. And, anyway, have you ever looked at a Picasso or a Dali? We should never criticize, correct, name, compare or even praise their artwork, though we should praise the effort and expression and ask THEM to tell US about it, if they wish, of course.
Our schools foster conformity and production, not thinking, self-expressing and feeling. Ideally, there shouldn't even be an "art time;" what a ridiculous concept that is to an artist. But we have to work within the system as best we can, while bending it as far as we can.
So... in answer to question one, a classroom wherein there's a bond of respect is one in which the participants, child and teacher, are free to make mistakes, be themselves and develop at their own pace and in their own unique way. It's as free as possible from overcontrol, judgement, and, certainly, favoritism, bias or labels. We don't put children in predetermined boxes, we encourage them to think and express outside the box.
As for question two, those who say that there are children who don't want to try, don't want to learn are just wrong. All children want to, they're just so often discouraged from doing so. What they're asked to try and to do must be meaningful and motivating for them, they must have some control over it, and they must have the belief in themselves needed to.
Listen to Harry Chapin's "Flowers Are Red" on YouTube. And then there's this:
"He always
He always wanted to say things but no one listened.
He always wanted to explain things but no one understood.
So he drew.
Sometimes he would draw and it wasn't anything.
He wanted to carve it in stone or write it in the sky.
He would lie out on the grass and look up at the sky
And it would be only the sky and him, and the things inside him that needed saying.
It was after that, that he drew the picture.
And it was beautiful.
He kept it under the pillow and would let no one see it.
He would look at it every night and think about it.
And when it was dark, and his eyes were closed, he could still see it.
It was all of him and he loved it.
When he started school he brought it with him.
Not to show anyone, but just to have, like a friend.
It was funny about school.
He sat in a square brown desk, like all the other square
brown desks, and he thought it should be red.
And his room was a square brown room like all the other rooms.
It was tight and close, and stiff.
He hated holding the pencil, and the chalk, with his arm stiff
and his feet flat on the floor, stiff with a teacher watching
and watching.
The teacher came and spoke to him.
She told him to wear a tie like all the other boys.
He said he didn't like them and she said it didn't matter.
After that they drew.
He drew all yellow and it was the way he felt about morning.
And it was beautiful.
The teacher came and smiled at him.
"What's this?" she said.
"Why don't you draw something like Ken's drawing?
Isn't that beautiful?
After that his mother bought him a tie
And he always drew airplanes and rocket ships
like everyone else.
And he threw the old picture away.
And when he lay out alone looking at the sky it was big and blue.
And all of everything,
but he wasn't any more.
He was square inside and brown, and his hands were stiff,
and he was like everyone else.
And the things inside him that needed saying didn't need it anymore.
It has stopped pushing.
It was crushed, stiff.
Like everything else."
Art is a wonderful means toward this, because art is not right or wrong, good or bad. It's purely the expression of the individual. So as an art teacher you should never, ever, ever have children copying, tracing or coloring in, and you should always avoid presenting children with "the way" their art is "supposed" to look, with premade models, instructions (except the most basic) or otherwise. The finished product doesn't matter, what only matters is the process of creativity and self-expression, discovery and self-discovery that they go through. In this way, you'd be respecting who they are and what is within them as individuals.
Our society crushes creativity. It teaches children at an early age that what they make isn't "good enough" or "grown up enough" or "the right way," that they have to be "taught" how to "do" art. Their "person" may have eleven eyes or none, and that's a matter of development, imagination and revelation of the feelings inside them. And, anyway, have you ever looked at a Picasso or a Dali? We should never criticize, correct, name, compare or even praise their artwork, though we should praise the effort and expression and ask THEM to tell US about it, if they wish, of course.
Our schools foster conformity and production, not thinking, self-expressing and feeling. Ideally, there shouldn't even be an "art time;" what a ridiculous concept that is to an artist. But we have to work within the system as best we can, while bending it as far as we can.
So... in answer to question one, a classroom wherein there's a bond of respect is one in which the participants, child and teacher, are free to make mistakes, be themselves and develop at their own pace and in their own unique way. It's as free as possible from overcontrol, judgement, and, certainly, favoritism, bias or labels. We don't put children in predetermined boxes, we encourage them to think and express outside the box.
As for question two, those who say that there are children who don't want to try, don't want to learn are just wrong. All children want to, they're just so often discouraged from doing so. What they're asked to try and to do must be meaningful and motivating for them, they must have some control over it, and they must have the belief in themselves needed to.
Listen to Harry Chapin's "Flowers Are Red" on YouTube. And then there's this:
"He always
He always wanted to say things but no one listened.
He always wanted to explain things but no one understood.
So he drew.
Sometimes he would draw and it wasn't anything.
He wanted to carve it in stone or write it in the sky.
He would lie out on the grass and look up at the sky
And it would be only the sky and him, and the things inside him that needed saying.
It was after that, that he drew the picture.
And it was beautiful.
He kept it under the pillow and would let no one see it.
He would look at it every night and think about it.
And when it was dark, and his eyes were closed, he could still see it.
It was all of him and he loved it.
When he started school he brought it with him.
Not to show anyone, but just to have, like a friend.
It was funny about school.
He sat in a square brown desk, like all the other square
brown desks, and he thought it should be red.
And his room was a square brown room like all the other rooms.
It was tight and close, and stiff.
He hated holding the pencil, and the chalk, with his arm stiff
and his feet flat on the floor, stiff with a teacher watching
and watching.
The teacher came and spoke to him.
She told him to wear a tie like all the other boys.
He said he didn't like them and she said it didn't matter.
After that they drew.
He drew all yellow and it was the way he felt about morning.
And it was beautiful.
The teacher came and smiled at him.
"What's this?" she said.
"Why don't you draw something like Ken's drawing?
Isn't that beautiful?
After that his mother bought him a tie
And he always drew airplanes and rocket ships
like everyone else.
And he threw the old picture away.
And when he lay out alone looking at the sky it was big and blue.
And all of everything,
but he wasn't any more.
He was square inside and brown, and his hands were stiff,
and he was like everyone else.
And the things inside him that needed saying didn't need it anymore.
It has stopped pushing.
It was crushed, stiff.
Like everything else."
Thank you so much!
Susana
Caitlin McCann
18
Answers
Indianapolis, Indiana
Updated
Caitlin’s Answer
Hi Susana,
I truly think the best way is to create caring relationships with students. If students know that you care about them, but will also hold them to high standards they are much more likely to respect you. If you are constantly yelling at a student, they are likely to resent you and your class. But at the same time, if you let them go free and do whatever they want they might think that you don't believe in them and therefore do not hold them to high standards.
There have been so many difficult kiddos that I have bonded with and their behavior changed astronomically. They need to know that you care about and believe in them.
Wishing you the best!
Caitlin
I truly think the best way is to create caring relationships with students. If students know that you care about them, but will also hold them to high standards they are much more likely to respect you. If you are constantly yelling at a student, they are likely to resent you and your class. But at the same time, if you let them go free and do whatever they want they might think that you don't believe in them and therefore do not hold them to high standards.
There have been so many difficult kiddos that I have bonded with and their behavior changed astronomically. They need to know that you care about and believe in them.
Wishing you the best!
Caitlin
Ridhima Suri
Teacher
7
Answers
Irving, Texas
Updated
Ridhima’s Answer
Hello Susana,
Share your experiences and narratives. Storytelling is a simple yet powerful tool to create a bond with your students. My students are always intrigued by tales of their predecessors. They find it fascinating to hear about those who once occupied the very seats they do now.
Cultivate a curiosity in what they love.
Music has always been my bridge to connect with my students. However, taking an interest in any hobby or favorite pastime of a student can be a great way to foster relationships.
Devote some individual time with each student. I strongly believe in the power of one-on-one interactions, especially with students who may have behavioral challenges. In larger classrooms, students can sometimes feel overlooked and unheard. During these individual sessions, the student gets your undivided attention. Free from the pressure of their peers, they are more likely to express their true feelings.
Embrace humor. Dismiss the outdated notion that teachers should keep a stern face until December. Laughter is essential for students, and it's possible to create a fun atmosphere while maintaining effective classroom management. My colleague Bill is a pro at this. His ability to laugh at himself, crack jokes, and use friendly banter in the classroom helps him form strong bonds with his high school students. He is loved by his students.
I hope you find these suggestions helpful.
Share your experiences and narratives. Storytelling is a simple yet powerful tool to create a bond with your students. My students are always intrigued by tales of their predecessors. They find it fascinating to hear about those who once occupied the very seats they do now.
Cultivate a curiosity in what they love.
Music has always been my bridge to connect with my students. However, taking an interest in any hobby or favorite pastime of a student can be a great way to foster relationships.
Devote some individual time with each student. I strongly believe in the power of one-on-one interactions, especially with students who may have behavioral challenges. In larger classrooms, students can sometimes feel overlooked and unheard. During these individual sessions, the student gets your undivided attention. Free from the pressure of their peers, they are more likely to express their true feelings.
Embrace humor. Dismiss the outdated notion that teachers should keep a stern face until December. Laughter is essential for students, and it's possible to create a fun atmosphere while maintaining effective classroom management. My colleague Bill is a pro at this. His ability to laugh at himself, crack jokes, and use friendly banter in the classroom helps him form strong bonds with his high school students. He is loved by his students.
I hope you find these suggestions helpful.
Beatrice Salazar
IT
2
Answers
Seattle, Washington
Updated
Beatrice’s Answer
In my view, an ideal way to enrich classroom learning is to arrange educational trips to museums, where students can, if feasible, view the original artworks discussed in class. It brings me immense joy to observe young learners trying to recreate their interpretations of renowned masterpieces. If museum visits aren't feasible, consider exploring online art collections and choosing pieces to share with your pupils.
I've always been captivated by the tales of famous artists' lives. Perhaps you could incorporate some of these intriguing stories into your lessons. For instance, Diego de Velázquez, the creator of "Las Meninas" (https://en.wikipedia.org/wiki/Las_Meninas), was hailed as "The Painter of Painters" by subsequent generations of celebrated artists like Édouard Manet, Claude Monet, Pierre-Auguste Renoir, and Pablo Picasso.
Did you know that in 1957, Picasso isolated himself from his family, friends, and the world to create a series of forty-five (45) versions of Las Meninas? You should be able to locate excellent images of Las Meninas by both Velázquez and Picasso and present them to your students side by side. I am sure they are going to love it. Please encourage them to create their own renditions of this iconic artwork, and make an Art Exhibit with these works.
Best of luck to you in your mission to inspire future generations to develop a deep appreciation for art.
I've always been captivated by the tales of famous artists' lives. Perhaps you could incorporate some of these intriguing stories into your lessons. For instance, Diego de Velázquez, the creator of "Las Meninas" (https://en.wikipedia.org/wiki/Las_Meninas), was hailed as "The Painter of Painters" by subsequent generations of celebrated artists like Édouard Manet, Claude Monet, Pierre-Auguste Renoir, and Pablo Picasso.
Did you know that in 1957, Picasso isolated himself from his family, friends, and the world to create a series of forty-five (45) versions of Las Meninas? You should be able to locate excellent images of Las Meninas by both Velázquez and Picasso and present them to your students side by side. I am sure they are going to love it. Please encourage them to create their own renditions of this iconic artwork, and make an Art Exhibit with these works.
Best of luck to you in your mission to inspire future generations to develop a deep appreciation for art.