In the Art Room: Everyday Art Room, Episode 5

Can I go all Honest Abe on y'all for a moment? I've been hosting the podcast Everyday Art Room for the last month and, for the first handful of episodes, something felt off. Because I've been working with The Art of Ed on this venture, I felt like I should sound, for lack of a better word, "professional". So I donned my Speech Geek hat (I was a big time speech geek in high school...much love to my amazing English teacher/speech coach Mr. Dave McKenzie!) and used my "speeching" voice...and not my for realz voice. The content was all me but the tone was...off. All that to say, I've dropped the act. I'm not "professional" (just ask my teacherin' buddies), I'm not an expert in my field and I seriously have a lot to learn about this thing we call art teacherin'. Don't we all? 

So, what am I trying to say? Who knows...that's the point, I certainly don't know! What I do know is that I hope you'll take a listen to Everyday Art Room if you haven't already. I have LOVED working on this podcast...I hope you enjoy it just as much. In case you are interested, here is the transcript: 

Some of you guys might know that I have a gong in my art room. That’s gong with a G, thank you very much. It’s our cleanup gong. It is a massive gong, 24-inch, and it is probably the coolest thing in my room, according to my students. I’ve been asked, “How did you get a gong in your art room?”

Well, it was a 10-year wedding anniversary gift, my present. What? You guys didn’t get one of those? Yeah, I’m pretty sure that’s not the standard 10-year wedding anniversary gift, but it is if you are in my household. Anyway, I digress. It is obviously the coolest thing in my room, and we use it as a signal for cleanup.

As you know, cleanup can be a little bit hairy, so imagine, if you will, this scenario. I’ve got a room full of 25 first graders. We’re late, as usual. We’ve been painting, and cleanup has become pandemonium. I have a student. She’s standing at the gong. Her one and only job is to hit the gong, to signal to everybody else to stop and clean up, but for some reason, she’s frozen. She’s holding the mallet. She’s standing at the gong, and she’s not hitting the gong. It’s just then, that the classroom teacher walks in, and my administrator, to see, number one, why am I running late, as usual, and two, what’s all the chaos about?

That’s when, from across the room, a little girl shouts, “Hit the bong! It’s time to hit the bong!” to the frozen little girl at the gong with a G. It’s then, my admin turns to me and says, “Really, Stephens? Really?” This is Everyday Art Room, and I’m Cassie Stephens.

Today, we’re going to talk about all things cleanup. Cleanup, as you know, is a really important part of your art class, for a couple of reasons. It can salvage your sanity, your art supplies, and it’s how you end your art class. You always want to end your art class on a positive and upbeat note, not one where kids are yelling about hitting a bong and not cleaning your room up to your expectations.

Today, I’m going to share with you the Four F’s of Cleanup: How to Make Sure that Your Cleanup is Fun, Fast, Chaos Free, and has a Flow. I’m going to share those four tips with you today and hope that it’s something that you can take back to your art room and ensure that your cleanup is fun, fast, chaos free–there’s my F; that’s why I keep emphasizing free–and has a flow. Let’s start at the beginning.

Before you can think about how you’re going to introduce cleanup to your students, you need to put yourself in your students’ shoes. Go sit at one of their tables, get a paper, get some paint, have a little fun and create a painting, just relax. As you’re sitting there working, think about how the art room looks, through your students’ eyes. Then think about cleanup. Where will your students put their dirty brushes? Where will your students put their painting? Do you have one drying rack or multiple ones, like I do? Where will you position that drying rack, so that it’s easy for your students to get to, so there’s not a bottleneck of children? How will they clean their hands–oh, my goodness!–the bane of our existence? Once you’ve really sat down and thought those things through, then you’ll be much better prepared to introduce a cleanup routine that’s fun, fast–say it with me–chaos free, and has a flow. Let me share with you how my cleanup looks.

First of all, before my students even gather up their supplies to start their project, I do call and response. Call and response, if you’re not familiar, is when your students repeat after you. Believe it or not, I do this for every class, kindergarten through fourth grade, done it for years, so the kids know what to expect. In order for me to get their attention, to remind them that they’re about to repeat after me, I simply clear my throat–ahem–and they know that whatever I’m about to say, they are going to repeat.

I usually go through what our directions are for the day, what supplies they will be using, and I also cover cleanup. It might sound a little like this: “When I’m finished,” and then I pause for them to repeat, “I will take my paintbrush to the paintbrush hot tub.” That’s right. We have a can full of water that we refer to as the paintbrush hot tub. I have found that the sillier you make things, the more they stick. Silly sticks, so give that paintbrush hot tub a fancy name, and they’ll remember it.

Call and response really works for me in my art room, because it gets all of the children repeating with me and doing hand jives and hand motions where they will be cleaning up. That’s one way to make your cleanup a little faster. If your students know in advance what they are to do when they finish–and this really helps those early finishers–they don’t have to come up to you and ask you, “Hey, where do I put my painting?” because they already know. If you can get a call and response going, or if you can instill in your students where everything goes, before they even start working, that will make your cleanup a lot faster.

Now, let’s talk about chaos free. Whew! Last year, I had doubled up third and fourth grade classes. That means I was maxing out around 35 kids in my room, big kids, not the littles, and it could get really chaotic during cleanup. I mean, I literally would jut stand back and watch the chaos. I thought to myself, “Oh, it’s fine. It’s because there’s 35 of them. It’s supposed to look like this.” No, y’all. It doesn’t have to look that way. Let’s talk about how to make your cleanup chaos free.

I have a time timer in my room, and I set it so that it goes off about seven minutes before we are to leave, and that’s our two-minute warning. About two minutes before cleanup, in an effort to try to make cleanup chaos free, when the timer goes off, all of my students are to go to level zero–that means they are silent–and I just cover where everything goes, one more time, with them, and I make them help me with this. I’ll say, “Please point to where dirty paintbrushes go,” and all arms swing toward the paintbrush hot tub. “Please point to which drying rack you will be using. Please point to where aprons go. Please point to where baby wipes can be found,” if we’re using them that day. That way, one more time, in just a matter of seconds, all of my students understand where everything is going to go, so there’s no confusion and hopefully a little less chaos during cleanup.

Now, let’s talk about flow. Remember when I mentioned that you should sit and create a painting? When you’re done with that painting, make sure, when you’re putting things away, that there’s a flow, a flow of traffic. Think about yourself being like a crossing guard or a person directing traffic. You want the traffic of your room to have a flow, to make sense. Last year, I had all of my drying racks–they’re small and moveable–all in one place, and it created a huge bottleneck of children getting to the drying rack. Somebody always ended up dropping a painting or getting paint on them.

This year, I moved my drying racks in such a way that they are at the ends of every long table where children sit, so when they stand up, they’re automatically in line to put their artwork on the correct drying rack. It only took me 19 years to figure that one out, so I’m sharing it with you. I hope that little nugget helps you out. Think about how you could have more of a flow, so it’s not children going every which way. I even recently picked up, from the Dollar Tree, some of these reusable arrows that stick to the floor. That’s been a great way for me to visually share with my students my flow of traffic.

Now, last but not least is how to make cleanup fun. Okay, brace yourselves. I’m going to tell you about the best thing ever! It is called the cleanup contest. Dum-dum-dah! Oh, my goodness! This is a hit. Let me tell you how this goes down. I always pick one student, who’s working extremely hard, to play the cleanup gong. The gong is played five minutes prior to cleanup. When the kids hear the cleanup gong, this is how the contest works. They are to clean up at level zero. That’s right, silent cleanup. The reason we do this is because it really cuts down on the chaos.

I noticed a lot of times when we were cleaning, there were a lot of conversations going on that didn’t entail creating art and definitely didn’t have anything to do with cleanup, so forget about it. Go to silent cleanup. As the students are cleaning up, they are responsible for their own area.

I have yet to master the table jobs, so all of my students are responsible for cleaning after themselves. However, if they are finished cleaning up, and they have friends at their table who need help, they are to step up and help them out, so all of the tables are working together. They’re a team to get their tables tidy. The way the kids show me that they are completely finished cleaning up is they are to stand behind their pushed in chair, with a zero in the air, meaning they have their hand up, and they’re creating a zero with their fingers. This is how their table shows me they are ready. Usually, I try to emphasize that the best table gets all sorts of privileges. We don’t know what they are, but they just get a lot of praise from me. Isn’t that a privilege in itself?

Then I will usually choose one student, who’s standing exceptionally well, to be the cleanup contest judge. I’ll call that child to stand right next to me, and I have all of the kids–this is where the fun part comes in–do a drum roll on the back of their chair. It’s like a thunder in my room, a roar of thunder, and the kids stop when the judge makes the stop motion with their arm. One way to really ensure that they stop is to tell them that the judge is basing their choice upon who stops the fastest.

When the judge makes that motion with their arm, I make a big announcement, like this, “And the winner of the cleanup contest is …” I pass it over to the judge. They announce the table, and then there’s an eruption of an applause, and that table gets to line up, at level zero. Ah, and that’s how we do cleanup. It’s fun. It’s fast. It’s chaos free, as much as cleanup in the art room can be, and there’s a flow.

I hope that those tips have helped you. I hope that you can add them to your already awesome cleanup routine to make it even more awesomer. Thanks for letting me share that with you guys. It was fun.

Now it’s time to take a little dip into the mailbag. This question comes from Robin. Robin asks, “Do you have any wise words of advice to share about student teaching or teaching in general?”

Whew! That’s a big one, Robin. I think I can help you out in a couple of short tips, but that actually sounds like an episode of Everyday Art Room, if I’m going to be honest, but let me see if I can help you out. I just jotted down a couple of my tips, words of advice that I would give somebody, who’s venturing into their first year of teaching or student teaching. Boy, that question brought back a lot of memories.

First of all, biggest and most important, is please be on time or, better yet, be early. I remember when I was student teaching, I always made sure to get there before my cooperating teacher. I was overwhelmed, anxious, had a lot of things that I felt like I needed to do, and just getting there early and actually having a little bit of time to myself was wonderful. I have had cooperating teachers in my room, not my student teachers but visitors to my art room, who’ve been late before, who’ve been no-call no-shows, and I can tell you, before I even met that person, I had already formed an opinion of them. Leave your house early. Give yourself plenty of time. Make sure everything’s ready to go, so you’re not feeling scattered and rushed and flustered, and quite possibly could get into a car accident on your way. That is my biggest, number one tip: Be on time.

Of course, another tip I would offer is to get out and meet the other teachers. Believe it or not, I’m actually kind of shy. I don’t enjoy meeting people that I don’t know. It kind of freaks me out. It’s something that I work on all the time. My advice would be that you need to do that, though. You need to get out of your art room and meet other people. Introduce yourself, share ideas, collaborate. That being said, don’t be a doormat, meaning don’t open up your art room to art supply giveaway. Remember, you are not a craft store, and teachers need to know that, as well, and you don’t want to be taken advantage of. Next thing you know, you’re making posters for everybody on the planet. You need to make sure that, despite getting out and making new friends, you aren’t taken advantage of, and neither is your art room.

That was a great question, Robin, and, like I said, one that I think I need to explore more in an upcoming podcast. Do you have a question for the mailbag? Please feel free to email me at everydayartroom@theartofed.com. I would love to hear from you.

It’s been a blast sharing with you guys cleanup. Who knew cleanup could be a blast, but why not make it that way? Remember, by a blast, I don’t mean that it needs to be chaotic. Let’s talk about it. Remember, you can make your cleanup fast by doing a call and response at the beginning of class. That way all of the kids understand all of your expectations for cleanup.

You can also make it chaos free. Two minutes before cleanup, have your students point out where they’re going to place everything. That way, when it’s time for cleanup, nobody’s asking questions. Everybody knows what to do.

Also, think about your traffic flow. You want to make sure that your cleanup makes sense, so all of your kids are moving in a rhythm and not scattered all over the place, walking from one end of your room to the other. Think about your flow.

Then, last but not least, make it fun. Why not? Give my cleanup contest game a try. I would love to hear from you if you do. Remember, it’s easy, but to win, they have to clean up at level zero. Everybody is responsible for their own area, and, when they’re finished, they help buddies tidy their table, standing behind their pushed in chair with a zero in the air, and then pick a person to decide who the winners of the cleanup contest are. Of course, tie in what already works for you. Don’t throw that out the window. You guys, have an awesome time teaching art. This is Cassie Stephens, and this is Everyday Art Room.

In the Art Room: Collaged and Printed Landscapes

I'm launching a ton of landscape projects with my students this fall. I shared the Claire West inspired landscape project my fourth grade is working on here. This week, I'll be rolling out my third graders' landscape lesson. Today I thought I'd share with y'all the Elouise Renouf-inspired landscape collage that my first graders will be doing! Here's the video'ed lesson that you are more than welcome to use in your art teacherin' world:

I was recently asked how I share these videos with my students: do I show the video in it's entirety or just in bite sized bits. Definitely the latter: I share what we will be working on that day. I share the opening, of course, as an intro to the artist...and we dig deeper into the work of the artist in LIVE format (meaning sans vid). The first day I taught this lesson, I didn't have my video ready for one class so I did it LIVE. I managed to get some footage of me teaching and thought I'd share:

Once again, what's my take-away? I TALK TOO MUCH! Seriously, filming myself teaching has really helped me grow as a teacher. I know what it is I'm doing wrong (so many things!) and what I need to improve upon. I also see what I am doing right and what the kids are responding too. It's painful to watch but super enlightening.

If you've not explored the work of Elouise Renouf, you really should. I love everything she creates and found so much inspiration. 

I will definitely share the progress my first graders make on this landscape adventure. Until then, have a great week, y'all!

In the Art Room: Claire West-Inspired Landscape Lesson

Now that my fourth graders have made their contribution to our school-wide collaborative (details to come, stay tuned! I'm STILL trying to figure out my life, y'all) and completed their sketchbooks and their first couple of sketching tasks, it's now time for them to move on to the art makin'! I have decided to kick off the school year with landscape for all of my students. I also decided that I wanted my kiddos to learn about contemporary artists (and it so happens, all female artists!). It's with that in mind that I introduce you to the lesson I'll be sharing with my fourth grade artists: Chalk Landscapes inspired by the artist Claire West!

These drawings are my teacher examples...I had so much fun creating them, I couldn't stop! You can see the process in this video I created to be shared with my students:

Now let's take a closer look at some of Claire's work...

 Isn't her work beautiful? I love the colors! They are so rich and stunning. I knew chalk would be a good way for my students to capture that incredibly rich hue. 

I also love how her work really shows depth. What a great way for my students to learn about the horizon line, back-, middle- and foreground.

 Here are the supplies we will be using for this lesson:

* Chalk I really like Faber-Castell's chalk. It's vibrant and rich with no fillers or junk. They are my fave!

* Liquid Starch! The magical ingredient behind this amazing process.

* 11" X 17" Paper I went ahead and cut an inch off the normal 12" X 18" paper so that matting and framing will be easier in the future.

* Paint! This will come later...but we'll use a variety of colors of tempera paint. 

 This project will probably take us some time. A couple of classes for the chalk and starch...and maybe one class for painting. I'll keep you posted on our progress.

Why I am so smitten with the starch trick: no messy chalk pastel dust! No need to spray with hairspray or a fixative! No smearing! I'm so in love. Big shout out to my good friend Jennifer Avarado for sharing this trick with me.

 More landscape lessons for my other grade levels are in the works so stay tuned. I'll keep you posted here and on my YouTube channel. 

 Until then, happy landscaping!

In the Art Room: Paint Stick Pencil Cabinet!

Last week, as I was piling the day's art bins on the floor around my desk, I managed to accidentally kick one of 'em, spilling the contents, and trip over two of them. I muttered WHY ARE THESE ON THE FLOOR ANYWAY?! I literally barricade myself in them daily. That's when I decided, after 19 years, NO MORE! I'm getting a cart to hold these bad boys. And, thus, the Paint Stick Pencil Cabinet was born! 

I picked up a ton of these paint stirring sticks not long ago as apart of a collaborative the kids are creating (don't ask...I'm still trying to figure that mess out). I had some left over and one night, in a fit of painting all the wooden thingies, I painted them like pencils. And I just couldn't stop! Here's how they were created:

So now I had two things: a need for a bin cabinet and a plethora of pencils. What to do? I'm super lucky in that I'm surrounded by thrift stores where I work. I popped by one and spotted this sad little back T.V. cart on wheels for a mere $2. I had not done any measuring (because math, ew) but I had a feeling it would hold two of my bins side by side. AND it was only 2 bucks so there's that. I took it to school and was super stoked to see that my lack of measuring paid off! A perfect fit! Now to start bedazzling. 

This extraordinarily handcrafted (ahem), pressed board piece was in decent shape but dreadfully dull. My P.E. teacher buddy primed it for me and I used whatever latex paint I had around from this episode. After painting it, I was happy with the color...but still bored. 

 I mean, meh, right?

 So the next day, I brought in the sticks I'd been painting and started hot gluing them on...and suddenly I was diggin' it.

 In just a couple of minutes, the cabinet was complete!

Here's how it looks when the kids enter the art room. So fun! I'll keep my morning classes in the cabinet and then swap them out at lunch with my afternoon classes. These bins came with my art room and they are so handy. Our large work does not go in here...but our smaller pieces do. And now we have a cabinet to hold the bins...so I won't be tripping all over them anymore. 

 You can find out more details of all the newly created decor for my art room here. 

The top of the cart will come in handy too. Many times, when my students enter, I have them gather supplies right away. This usually means they have to turn the left corner in my art room and go to "the store". Now, I can simply place the supplies on this cabinet and they can grab them there...much faster! When you have 30 minute art classes, every second counts. 

I contemplated painting the pencils at different heights or even alternate flipping them, meaning one upside down and one right side up. But in the end, I liked the consistent look the best.

 Not gonna like, all my new decor makes me super happy...and excited to have a less cluttered and unorganized space. Now...to tackle the rest of my Hot Mess Express of an art room!

 Until then, I have a pretty cabinet to look at, right?

There are pegs for a shelf...but the shelf was missing. Maybe one day I'll get a shelf cut to fit. That way I don't have to stack the boxes. I need a wood shop, y'all!

Thanks for letting me share my latest addition to the art room!

Everyday Art Room, Episode 4

Are y'all listening to my podcast Everyday Art Room? I am loving sharing with you! Any excuse to talk at length about art teacherin' is a good time, says me. If you are listening, thank you! You can find it on iTunes or right here. New episodes drop every Thursday...which I failed to mention to y'all on Thursday. Oops, my bad.

By the way, in case you didn't know, I host a Facebook LIVE every Wednesday at 8pm CST...you'll need to like/follow me here to stay tuned. We have a great community of (mostly) art teachers that join our chat (nearly 200 every week!). We share our art room happenings, seek advice, offer kind words and join forces to make art teacherin' so much better, easier and funner. YES, that's a word. If you've not joined the fun, please do. If you are more of an IG person, I go live there as well. Frightening, I know. 

Without further ado, here's the transcript from Everyday Art Room, Episode 4!

I’m curious to know if you’ve had one yet. I have had several and each one has been more terrifying than the last. They cause me to wake up with night sweats and I’m deathly afraid to try to fall back asleep for fear I have another one. Can you guess what I’m talking about? The back to school nightmare. Is this something that all of us experience? Please tell me I am not alone. My hands are actually sweating just talking to you about my back to school nightmares. They look almost exactly the same every single time. If they made a horror movie based on my back to school nightmare, it would probably outdo Saw as far as scariness goes. In fact, that’s pretty much where it looks like my nightmare plays out. Imagine this, yes, I’m going to talk to you about my dreams.

Let’s hold hands and soul gaze, shall we? It goes a little like this. I’m in what looks like an abandoned auditorium with about 40 to 50, maybe 60 kids. I don’t know where the teachers are. It also appears there’s no heat and maybe a flickering of the lights. You know, true horror movie style. I’m standing there and I cannot get their attention, their focus or their respect to save my life. It usually is me saying, “Hey, guys. Hey, guys. Hey, guys,” getting progressively louder and more anxious without a single child even putting their eyes my way. It’s usually about that time when the zombie administrator starts to lurk in, getting ready to do their observations of course. Not just any observation, but the one that’s going to set the tone for the rest of your art teaching life.

It’s usually then that I wake up from the nightmare. I know. It only happens at that certain time of year, late July, early August when I’ve got teaching on the brain. I think you guys can all relate to my back to school nightmare. This is Everyday Art Room and I’m Cassie Stephens. What is the one thing that we all have in that back to school nightmare or I should say what is the one thing we don’t have in those back to school nightmares? Classroom management. Every time I have one of those nightmares it’s always because I have zero control and classroom management. I think that kind of nightmare speaks volumes because without classroom management and without control, you cannot teach. You most definitely cannot enjoy teaching.

Even though it might appear as though you’re out of control, students are having the very best time of their lives, they’re not. They’re getting gipped out of a quality art education. Today we are going to address classroom management. Now in the last couple of episodes we’ve chatted about routines and rules and consequences. You’ve heard me say over and over again that you need to think about the three S’s, your set up, your situation, and your students before you start thinking about your approach to teaching art in your art room. I’m going to throw another S your way and I feel like this S is super important, self.

You need to think before establishing anything in your room about yourself and what your new established routines, rules and consequences will look like coming from you. For example, I think it’s important to know yourself. I know myself well enough as a teacher after almost 20 years of teaching art to know that I am not consistent. That is something that I struggle with in my everyday life, but especially in my art room. I also know that being consistent is vital in an art room and it’s something that your students need and crave.

Knowing that I’m not consistent means that when I’m establishing routines, rules, consequences and my classroom management plan, I can’t have a lot of things happening, meaning I can’t designate certain jobs to certain students or certain tables because I know that I’m not consistent enough to stick with that and to continuously remind students to do those jobs. I think that whenever you are listening to another art teacher speak like me or you visit another teacher or art teacher’s room, you might see some fabulous things happening, but also take it with that S grain of salt of self, will this work for you? Yourself? That being said, let’s talk about classroom management and today I thought I would share with you my three C’s of classroom management.

These three C’s are important no matter what your set up, your situation, your students and yourself. Here it goes. Calm, consistent and chaos free. Those are my three C’s of classroom management. Let’s talk about those three C’s. Let’s start off with calm because that is something that sometimes I struggle with. When you consume as much coffee as I do, calm is not something that comes easily, but it’s very important to your classroom management. We were talking in the last podcast about when you’re delivering your consequences to always do so in a consistent way, meaning using the same verbiage, and in a calm voice. Never raising your voice, never let your irritation at a behavior show is vital to having your students respond positively to you.

Now I know what you’re thinking. We want art class to be fun and exciting and joyous. Calm sometimes gets a bad rap for being the opposite of that. Take it from me. I can be pretty silly and pretty animated, but it surprises folks I think sometimes when they come to visit my art room, they’ll pull me aside and say, “You’re so calm.” It’s really amazing considering the amount of coffee that I take in, but here’s the reason why. Your students when they’re sitting in front of you or creating with you, imagine them being like little mirrors. They’re reflecting you. They’re reflecting your behavior. If you’re silly, they’re silly, which is great if they’re a good group of students that understand when to turn the silly off, which as you know is a little bit sometimes of a struggle.

If you’re calm and consistent, you might find that your students are the same. Now I know what you’re thinking. “Not always, Cassie. I mean sometimes my students come to my art room and they are a wild bunch.” Oh you all, trust me. Mine too. My students come to me from PE where they’ve just had a lot of fun and great activity. Sometimes no matter how calm I am, my little mirrors are broken and I need to fix them. There are some ways that you can bring a lot of calmness and soothing to your students, which will make your classroom management a lot easier and a lot more smooth for you to teach. Let me share my favorite one. This is called palming.

Imagine you have your students seated with you in your room whether that be at their tables or if you’re like me, they come in and they sit on the floor. If I notice that my little mirrors are not being as calm as I’m trying to be, then I know that I need to bring them to an activity called palming. Why don’t you do it with me right now and I’ll help you walk through palming. Take both of your hands and put them thumbs together so that the palms of your hands are facing away from you. Now, and I’m doing this with my students as well, what I’m describing to you is exactly how I would say this to my students. Now bring both of your hands together slowly and calmly as if you are clapping, but do not clap. Now slowly start to rub your hands up and down.

They should start to feel a little bit warm because of friction. When I say two, rub your hands together just a little bit faster so that that friction creates more heat. When I say three, stop rubbing your hands together and place the palms of your hands that are now nice and warm over your eyes and keep them there until you hear me say three again. Three. It’s at this point where your students are sitting with our little warm hands on their eyes. While they’re sitting this way, I deliver my message to them. I say to them the behavior that I’m going to expect when they take their hands off their eyes, what we’re going to be talking about when they take their hands off their eyes and how I want them to take their hands off their eyes.

I simply say, “When I say three, please put your hands calmly in your lap. Three.” When my students are finished calming, there is a huge difference in their behavior. It’s like they just finished meditating. They’re a lot more calm and it’s a lot easier for you to progress with your lesson. Another thing you can try instead of calming, which would be the opposite. Sometimes I’ve noticed that if my students are really a ball of energy, it’s difficult to do palming with them. They’re a little bit too hyped up. For that reason, well, sometimes I say, “You just got to ride that wave.” I’ll have them walk in and we’ll do a little controlled dance activity shall we say. I have them repeat after me. I always have my students repeat after me.

My signal to them when I want them to repeat after me is me to simply clear my throat like this, ahem. They all do the same and then they also know that anything I say or do as far as what action I do they will do the same. It’s at that point that I will say, “Let’s dance,” and they all say, “Let’s dance,” and I’ll show them a short movement of my body like let’s do the twist and I do the twist and they’ll follow suit. We do this for maybe two minutes where I’m doing just silly little dance moves or hand jives or anything I can think of just to help them get the giggles and the wiggles out. When we do the last one, we sit down. It’s usually at that point that they’re pretty calm.

They’ve worked those wiggles out, but if you noticed that they haven’t and they’re still a little giggly and wiggly, then you might want to try palming, but all that to say keeping your room calm will really help with your classroom management. I have noticed that if I start out on a calm note at the beginning of the school year and even at the beginning of the class period, I can still switch to silly, but I can bring it back down to calm a lot easier if that kind of tone has been established during the first few weeks and months of the school year. Now the second thing we talked about which I admitted I’m pretty miserable at is consistency.

Consistency is definitely not my strong suit, but it is vital to teaching and knowing that I keep such things as class jobs and rewards systems super duper simple. I cannot stick with sticker charts or having designated seats, be for designated jobs. That’s just not my bag, especially when I have 30-minute art classes. Those kind of things are very difficult for me to be consistent with. However, consistency is extremely vital and I build it into my routines. In the very first podcast, I chatted with you about my eight routines that I establish at the beginning of the school year. I am very consistent with those routines and my students know that. Being calm and consistent is extremely important with your classroom management.

What those two things will do is they will keep your art work chaos free. Now I know sometimes when I hear myself say these things, I sound like I’m sucking all of the fun and life out of my art room, but the flip side of that which I have lived is a cluttery and disastrous mess of an art room. I have noticed that if I’m not consistent and I’m not calm, then my room erupts into chaos and nobody enjoys that. It’s difficult to reign your room back in and make it a fun joyous creative space when there’s clutter everywhere. When there’s clutter everywhere, suddenly the students start appreciating and taking care of the art room and the art supplies.

Keeping your art room chaos free by being consistent and calm is very important to creating that wonderful environment where your students can really flourish and explore. It’s a struggle. I’m not going to lie. Like I said, I’ve been teaching for 20 years and I still have those nightmares that are all based on classroom management. The good and the bad thing about teaching is that you’re always learning. It’s the good because it keeps us constantly growing and engaged in bettering ourselves. The bad is that it feels like we are always learning and always growing and we’re never going to get to that point where we are the master teacher and that’s okay. Think of your art teaching as creating a work of art.

A masterpiece is never finished and trust me, my art room is far from a masterpiece, but with calmness, consistency, hopefully I can keep it chaos free and create a fun environment for my student’s art education.

Tim Bogatz: Hello. This is Tim Bogatz from Art Ed Radio. Thank you for tuning in to the podcast. We appreciate everyone that has listened, left positive comments and left reviews on iTunes. All of those things help us build momentum and build an audience for this great show. Also, check out the podcast on TheArtofEd.com and get signed up for the Everyday Art Room weekly mailing list. Last week I talked to you about Art Ed PRO, the subscription service that provides on demand professional development for art teachers. You can check it out at the TheArtofEd.com/pro. However, I want to tell you that a lot of administrators are supporting the service and a lot of schools have funds to pay for your professional development.

Just ask. You can send your administrator to ArtEdPro.com where they can click on a PRO for Schools to see if it’ll work for your school. It doesn’t hurt to try and who doesn’t want to have control of their own PD? That’s your job in the next week. Make sure your admin checks out Pro for Schools at ArtEdPro.com. Before you do that, let’s go ahead and finish the rest of the show.

Cassie Stephens: Now it’s time to take a little dip into the mailbag. This first question is one I actually get quite a bit. It goes like it is, “Cassie, you make a lot of videos that you share with your students. How do you make your videos? What programs do you use?” I get this question quite a bit. In fact, on my YouTube channel, I even created a video on how to make videos that you can still find, but let me see if I can break it down for you. First of all, I think the misconception is that you need to immediately go out and buy expensive equipment. I’m here to tell you that the phone you have will work just fine to create video lessons for your students. All you have to do, especially if it’s an iPhone, is put the iMovie app on your phone.

If you have an Android phone, I do not have, you’ll have to look into what free app you could put on your phone. Trust me. They’re out there. Put that app on your phone and just film short clips of yourself demonstrating whatever lesson you’re teaching to your students. In iMovie, it’s very easy to edit those clips. I would recommend if you’re really interested to just watch a couple of YouTube videos that will simply show you how to make an iMovie for your students. It doesn’t have to be perfect. It just has to be something that will be engaging for your students and easy for them to see and hear. Trust me. Once you’ve done one, you’ll be excited to do more. Your students will absolutely love what a lot of people refer to flipped or filmed lesson.

Here’s another question, “Cassie, I noticed that you wear high heels a lot. How are you able to teach in those all day?” Oh boy. I don’t wear high heels anymore because I got some common sense up in my head. Who wears heels when teaching? I used to and my feet were never happy with me. To be honest, I now wear a lot of Chucks or Converse because they’re flat and I feel like I can actually move a lot more in my art room. I always keep a pair of back up shoes in my room, a pair of little comfy shoes, just in case I am crazy one day and decide to bust out the heels. I know I’ve got my backup shoes on hand. I know that seems so silly, but you know shoes are vital to teaching.

Finding a pair that are going to be comfortable is really important to your lifelong health, not just your day to day. I would say definitely go for comfort and not fashion unlike me. If you have a question for me, please feel free to send it my way. You can email it to everydayartroom@theartofed.com. I have had so much fun chatting with you guys today about classroom management. Here’s hoping we get a little bit more of a handle on classroom management, so we in the very least stop having those horrible back to school nightmares.

We chatted about the three C’s that I think are vital to classroom management, calm, which I know you’re probably surprised to hear that from me since I’m not usually very calm, but I do try especially at the beginning of the year to be that calmness in the art room. Consistency, which I admitted I’m not super great at. Think really hard about what works for you. Knowing that consistency is not my strong suit, I know there are certain routines that other art teachers have success with that I would not and that’s okay. The last one is chaos free.

It’s important to keep your art room clutter free and therefore chaos free and create a beautiful, calm and consistent environment for your students to really flourish as these creative little beings that they are and not turn into the crazy creepy zombie land nightmare that you might have during those summer months. It’s been awesome chatting with you guys. This is Everyday Art Room and I’m Cassie Stephens.