Greetings all new art teachers - and veteran teachers who wander onto this page. Below is a compilation of a Getty Teacher Art Exchange thread posted to the list by experienced teachers. The thread was - "What is your number one rule for teaching?" Some are listed for the teacher - others for the students. What is your number one rule for teaching? Send replies to Judy Decker    Also see "Why Teaching Art is the Best Job in Town"

Every now and then it is a good idea to reflect on what makes a good teacher. 
See "A Teacher's Rules: A Fifth / Sixth Grade Teacher Creates a Set of Rules to
Guide Her Own Behavior" by Janet Gannon (pdf file)

From Gregg Percy (middle school):

My classroom rules as posted (middle school art) are:

1.Listen
2.Behave
3.Work

Simple, but effective- covers most transgressions that occur...

From Judy Decker: Add Respect and it covers all transgressions (including your own - I have just searched copyright - and know now that I was in violation many times. Fair Use would not have applied)

From Britt Haydamack (visitor to the site):

Respect.

It covers everything. Respect materials, personal space, other students, teachers, and self. This creates safety in the classroom, both physical and emotional. Once this is in place, students feel comfortable risking themselves and that's when the good stuff starts to happen.

From Tanya Riehl

This year Julie (the other art teacher here) and I tried something new.  We created a sign that said RESPECT.  Each letter had words on it that started with the respective letter.  Each one of these words was something that we wanted our students to incorporate into their art, or
to themselves.  We had things like responsible, enthusiastic, soft-spoken, pride, effective, clean , trust.  This has seemed to work very well, rather then put a lot of rules up we put use the sign and if
a student is misbehaving we have them look at the sign.

From Carolyn Karn (visitor to the site):

Fun - from Kay Broadwater and S. Costello Brownell 

"Love kids. Love art. Take lots of vitamin B complex. Be Dramatic. Read School Arts. Make friends with the custodians and cafeteria workers. Be colorful. Find a good therapist or spiritual advisor. Think deeply. Transcend paper cuts. Open your heart. Soak back and feet in hot eucalyptus baths. Display artwork with student narratives. Make snowmen outside and paint with watercolors. Go the extra mile. Rest. Line up good art subs...Keep telephone numbers at home. Make lots of puppets. Put on lots of shows. Play beautiful music. Learn the art of winging it...Murphy's law loves the art room. Only teach lessons you would enjoy doing yourself. Don't talk too much...Get to the fun stuff. Life's too short. Be funny. Be compassionate."

From Judy Decker: 

It was never the kid behavior that bothered me....It is adult behavior

This was my number one rule (for myself)

"Never expect a child to do something you can not do yourself"

Now....What is everyone's number one rule on their list of rules? (for those who went through "Assertive Discipline" - remember those days?)

"Follow directions the first time they are given"

This was always a rule for me.....but one I rarely enforced (and if I did, it was with a smile and a wink as I knew that I too needed instructions repeated sometimes - especially road directions on how to get somewhere - I couldn't remember all of those turns). I would often use my "three before me" rule (ask a neighbor who "gets it" - look at your notes or handouts - look at samples and visuals). I have seen far too many adults who can not follow directions the first time they are given.... so there was not much a punishment for my students. Don't get overly frustrated when children ask for you to repeat something... You willingly tell an adult when they ask you to repeat something.

Also...Provide Choices - allow for the "new". If you have too much of a preconceived idea how the project is supposed to look, how will the kids discover anything new. I don't think I ever taught a lesson the same way twice. Change is good. Even lessons I repeated, I did something different with them. Putting all of these resources online tended to lock me into repeating some units from year to year. I looked for ways to make them fresh for me. To quote Fred Babb, "Art Breaks the Rules" - Allow for the new and different.

From Michal Austin:

No rudeness! (from anyone) Only positive comments in my room. :-) I have a poster that says "No Dot People" - I explain that dot people are those who, when handed a piece of paper that has a dot on it, stress over that dot. I want them to focus on all that piece of paper could be, even with that dot.

From Marvin Bartel

My number one rule has two parts.

1. Make the hard stuff easy (maybe by providing some preliminary practice time, or by rephrasing it).

2. Make the easy stuff hard (maybe by asking awareness question, or requiring a new twist).

There are many ways we do this, and every student is different.  When it is too easy, it is boring. When it is too hard, they are defeated. I recently told a six-year-old, "I noticed that you seem to enjoy solving problems."  Just that simple comment helped her focus a bit more.

From a Teacher Art Exchange List Member:

I have two things posted in big red 3' high letters (on the wall near the ceiling).  Do your best, and think.  I also have big, self-made, illustrated posters above the chalkboard that outline the process I expect them to adhere to, Look . . . Listen . . . Think . . . Create.  When a student gets frustrated, I will remind them that they are doing well and to keep trying (I, of course, help them too).  Other students will then supportively point to my big DO YOUR BEST, and say, "Just do your best, you can do it."  I explain my own artistic process to them. I show them a painting I did, and I tell them how long it took to paint and the particular struggles I encountered and how I overcame them.  I try to stress that art is an ongoing process, not immediate gratification. I try to convince them that it's not the end product they should focus on, until they get there.  It is a journey.

From Becky Thornton:

Aside from explaining the process through an example....I have a little diddy...that might use some additions, but we chant it.

Artistic Process
1. Organizing your ideas.
2. Plan how to carry them out.
3.  Select the materials.
4.  Arrange the parts.
5.  Use line, shape, form, color, value and space.
6.  Exhibit your work.

I guess I could have added more...but when I made this up, I made it up to go with the current scientific process...a good link...to give the students some idea of how artists go about making art...that it just doesn't always appear.

Can't... can not... am unable to... this is impossible... are all unacceptable terms. This is difficult, could you help me, I am having trouble, do you know of a better way to do this, I don't understand....are acceptable.

Good art takes practice!

From Ken Schwab:

Never stop caring about your students, what they do, how they do it and who they are.

From Patty Knott:

My rule: Teacher, don't talk too much.

A couple of years ago I had 4 Photo I classes in a row. By the last class I didn't know what I had  or hadn't said, so I said as little as possible.  Those kids did the best. Teachers sometimes talk too much, sometimes we give far too much in words rather than allowing the process of discovery . Let the kids make the discoveries. Give them the tools to make the discovery, then get out of the path, and don't make your path theirs.

The art of teaching is to be able to break down skills into manageable components. Part of that skill is the student finding what is appropriate for him/herself. I see a lot of teaching where the path is set with obstacles and the kid is penalized because he doesn't have a weed whacker.

I remind it is just art

So often I hear     "why do I have to do this? it's just art?"

and then I remind what just means

adj.

  1. Honorable and fair in one's dealings and actions: a just ruler. See Synonyms at fair 1.
  2. Consistent with what is morally right; righteous: a just cause.
  3. Properly due or merited: just deserts.
  4. Law. Valid within the law; lawful: just claims.
  5. Suitable or proper in nature; fitting: a just touch of solemnity.
  6. Based on fact or sound reason; well-founded: a just appraisal.
adv.
  1. Precisely; exactly: just enough salt.
  2. Only a moment ago: He just arrived.
  3. By a narrow margin; barely: just missed being hit; just caught the bus before it pulled away.
  4. At a little distance: just down the road.
  5. Merely; only: just a scratch.
  6. Simply; certainly: It's just beautiful!
  7. Perhaps; possibly: I just may go.

and then just art  means something
and then this relates to what Ken said "Never stop caring about your students, what they do, how they do it and who they are."     Care about them give them some choices and then one of the justs will  fit the objective. I love the justs.

From Jayna Huffiines:

From a Teacher Art Exchange List Member:

My rule. The only rule.

"Try"

I tell my classes to lose the idea of "perfect." The word should be ousted from the encyclopedia. Try to do your very best at WHATEVER you may be doing at the time.
That is all. Life skills.

From Michele Berlin

My personal, unwritten rule has always been, students are human also. They have emotions and feelings just like we do. Which is why, before I erupt at a student, I  take a moment to calm down and ask myself, now, how would I feel if this was said to me? And I normally find a better way to fix the situation. Too many times teachers open up their mouths and say hurtful things to a child in the heat of the moment. Too many times had I been on the receiving end of those harsh comments. And it still stings to this day. I am not saying I am perfect, because I have slipped , but it sure makes me think before I open my mouth.

From Maggie White

My top rule for myself was, "The kids come first."  Whatever had the most direct impact on the students was what got done first, whether it was something mundane like cutting paper to size or something bigger like matting artwork.  Administrative work could wait; it always got
done -- eventually -- but if it didn't affect the kids directly, it had to wait (Note from Judy Decker: This was actually MY number one rule too - just not what I posted that day).

From San D

From Susan in Oregon:

My motto: There are no mess-ups, only creative solutions.

From Linda Woods:

Beware of "fear of starting disease."  You've heard of the Nike expression, "just do it!"  Ours is "Just start it!"

From Annie Zeybekoglu:

I found the following posted at an exhibit at Harvard GSD some years back, and now have it posted in my studio at school for the students (and me!) to follow:

HOW TO WORK BETTER...

1. Show Up
2. Persevere
3. Know Everything Takes Time
4. Be Forgiving
5. Don¹t take Anything for Granted
6. Be Flexible; Learn from Each Other
7. Relax
8. Take Breaks
9. Focus
10. Finish

I find that if I follow it, it's easier for them to do the same... Perhaps that's at the core of how I strive to be a good teacher: always try to model the practices you want your students to
embrace; expect from your students no more, no less than what you expect of yourself.

Here are a few other things I have posted:

Consider the Zen notion of the Beginner's Mind: Anything can have meaning.

Every mark you make communicates your attitude in making it.

Look at what you do with a generous eye.

Good judgment comes from experience. Experience comes from bad judgment.

From Loretta Webb:

I basically follow Duke Ellington's 2 rules of life:

1.  NEVER QUIT!
2.  ALWAYS REMEMBER RULE#1.

I teach kindergarten and use comprehensive arts education.  Along with not quitting, I post these 3 simple rules which basically covers it all.

1.Respect yourself.
2.Respect each other.
3.Respect your environment.

"Every Difference makes a difference"

From Christine Besack:

Every mark you make communicates.... I think I will make a large copy of the statement "Every mark communicates your attitude about making it !! " for my art rooms.

From Christa Maria:

My rule was to never 'grade' talent. That is a God given gift.
I graded:
Participation
Effort
To an extent behavior in the classroom (meaning use of materials, clean -up, etc.) 
I created my programs so all kids could be successful and graded effort, etc. not talent.

From Woody Duncan:

Be positive and enjoy every day. From Judy Decker; YES! "Positive Attitudes Work"

From Barbara Gotch:

I believe that no matter what level you teach, especially middle school, a teacher must exercise a sense of humor. Without the ability to experience a laugh or two a day, no matter what you expect to accomplish or receive from your students, they need to know that their teacher can and does laugh. Understanding that there are those days that laughs can only happen outside the classroom door, regardless, laughter is the best medicine.

From Heather Leal:

Try to have personal contact with each student every day. Let them know that I know they are there and they are important to me.

From Lin Alt:

My number one rule in art (elementary) is there are no real mistakes in  art. The only mistake a student can make is not trying. If you do something you don't like, make something new out of it.

From Jackie Brewer (Aust):

Be fair to all, all kids can learn, and implement and maintain a steady discipline procedure.

From Harold Olejarz:

My #1 rule is learn from the kids. Stay tuned to what they like and  what their interests are and then incorporate that into your teaching whenever and however possible.

From Jill in Colorado:

When I was student teaching, one of my cooperating teachers would ask me at the end of a day, "What was the special moment today?"  I think my first response was "Did I miss it, haha??"  But she taught me to look for special moments each day, such as times the kids gave back to me, or "ah ha" moments when students got it, or moments I learned from them (rather than the other way around), etc.  Just a different way to look at a day of teaching, but I seem to have a different attitude when I look for the special moment(s). Note from Judy: I learned from my students all the time! Too often, teachers really do not listen to the student.

From Dorothy Kane:

To establish and maintain an atmosphere and environment which encourages and engenders respect and safety for all.

From Jill in Chicago:

I have three important rules for teaching: 
a. to teach the child to problem solve
b. think imaginatively
c. to help the children express their ideas and feelings through art

From Christa Wise:

I have only one. "Do nothing to hinder teaching or learning." It really covers everything.

From Denise Pannell:

A professor once told me to "Teach less so they learn more". Let them explore,  make mistakes, and find their own solutions whenever possible.

From Barbara Gotch:

When you have taught as long as I have, you learn that there are so many ways to teach a subject, however, above all you must want to be in that classroom. (From Judy: LOVE your job. Act like teaching art is the best gig ever. Someone has to show kids that teaching is FUN)

From Susan Lamson:

"ART CAN'T BE WRONG!!!" (note from Judy - Add Fred Babb "Art Breaks the Rules" - allow for the new)

From Anne C-H:

The following is my main classroom rule.

Act
Responsibly
Today

And this one expands the main rule:

Actions are choices
Responsible voices
Take a risk
Ideas and mistakes are both allowed
Speak up for yourself
Treat others respectfully

I feel these rules cover a lot of ground.

I do the first letters in the word "ART " in the primary colors and the first letters in "ARTIST" in color wheel order.

From Vicki Ranck:

Teach the BIG ideas.... Vicki did a research paper on "Best Practices". Twenty five survey respondents ranked the six National Standards Visual Arts Strands in order of importance. This is what those twenty five teachers had to say (standards were ranked in this order). While strands 1 and 2 may be easiest to teach - they are not the most important concerns for the art teacher.

Standard 4)  Understand the visual arts in relation to history and culture.    
Standard 6)  Make connections between visual arts and other disciplines.    
Standard 3)  Choose and evaluate a range of subject matter, symbols, and ideas. 
Standard 5)  Reflect upon and assess the characteristics and merit of their work,
                      and the work of others. 
Standard 2)  Use knowledge of visual arts structures and functions. 
Standard 1)  Understand and apply visual arts media, techniques, and processes.

From Charlot Cassar:

Charlot - from Malta (Art Education list member) - has found this page helpful for his research paper (section copied below).

Incidentally, a topic recently came up on an online list for Art teachers to which I belong [1]. As Riding (2001) argues, networks or online communities,

Foster the condition in which the collegiate, reflective, practice-based development can take place, allowing teachers to share experiences, information and good practice (Riding, 2001, pg 284).

 

The question posted to the list focused on how to be a good art teacher and teacher’s number one rule to achieve this. Admittedly, within the context, responses had to be selective, but it was interesting to discern a similar pattern to the one identified by Alexander. Responses varied considerably, but almost all focused on either one or few aspects of practice. For example, one teacher expressed her vision for teaching in terms of establishing and maintaining an atmosphere and environment, which encourages and engenders respect and safety for all (Dorothy Kane), an evaluative statement that identifies the practices that the teacher most values and beliefs in. Another teacher made a distinctly political statement, referring to what a professor, whose status is such that his/her views must be heeded, once said:

A professor once told me to "Teach less so they learn more". Let them explore, make mistakes, and find their own solutions whenever possible. (Denise Pannell)

 

Others attempted to provide a holistic definition of practice in statements that create further problems of definitions, for example:

I have only one. “Do nothing to hinder teaching and learning”. It really covers everything. (Christa Wise)

 

[1] Online: http://www.princetonol.com/groups/iad/lessons/middle/teacher.htm 
Special thanks to Judy Decker, list moderator.

What Do Students Say Makes a Good Teacher?

Pupils said they liked:

    * teachers who enjoy teaching the subject
    * teachers who enjoy teaching them
    * teachers who make the lesson interesting and link it to life outside the school
    * teachers who are fair
    * teachers who will have a laugh but who know how to keep order
    * teachers you can talk to
    * teachers who don't go on about things (like how much better other classes are or how much 
      better at their work your older brothers and sisters are)
    * teachers who don't shout
    * teachers who explain things (and who will go through things you don 't understand without making 
      you feel small). .....

   * teachers who make you think you can do well
   * teachers who don 't give up on you.

Take from this Web site: WHAT PUPILS TELL US ABOUT TEACHERS AND LESSONS read more on what makes a good lesson.

Web Resources - What Makes a Good Teacher?

Confidence for Teachers - Helpful Hints for Beginning Teachers. Article by Jane Bluestein, Ph.D.

Top 11 Traits of a Good Teacher from Reach Every Child. Article by Alan Haskvitz

What Makes a Good Teacher? by Marie F. Hassett, Ph.D.

What Pupils Tell Us About Teachers and Lessons A good read. What makes a good teacher? What makes a good lesson?

World Cultures