Sources Used: Classroom Management for Secondary Teachers; Emmer Personal classroom teaching experience Classroom Management Tips online at http://bcbrown.simplenet.com/elementary/csm/cmgmths.html

Lesson: Life drawings focusing on proportions

Grade: Middle school

Art Making: The students will draw from life models focusing on the proportions of the figures. Drawings will be in pencil on white paper.

Heritage: all

Anesthetics/Criticism: Students will draw from three different groups of student models. Students will draw and focus on the proportions of the figures.

Teacher Strategies/Motivations/Resources:

• Students will get supplies off the center table
• Students will have three different life models to draw
• Students will focus on the proportions of the figures
• Students will have 3 to 5 minutes to draw each model

• Have the room setup for life model drawing
• Have envelopes that have three different sets of volunteers to model
• Have the students get the supplies off the center table and go over the overhead
• Explain the directions and review them
• Have the first group of models come up and pose with props
• Students have 3 to 5 minutes to draw the models focusing on proportions
• Repeat with next two sets of models
• Have the class discuss and share their drawings
• Have the students reset the room to normal

• 4 sheets of paper to make sketchbook
• pencils
• props for models

• Keep all students outside until class starts
• Have room already set-up.

(5 min.)
Directions: have them repeat what I said about what they are going to do in class.

(3 to 5 min.)
((music will be playing to motivate and encourage productive work))
1^st model

(3 to 5 min.)
2^nd model

(3 to 5 min.)
3^rd model

(5 min.)
Discussion about the modeling project.

(5 min.)
Have the students reset the room for the next class.

(15 to 20 min.) Discussion:

• How they felt
• Analyze what we did
• Open discussion on what we did
  • Likes
  • Dislikes
  • What would you change

Directions Today we will do the following: You will be drawing three different life models You will sketch one model per page You will have about 4 or 5 minutes to draw each model You should work on getting the proportions correct, not worrying about details

Reflection How did you feel about drawing people What was the hardest part? What was the easiest part? What would you have done differently with your drawing next time? Would you be ready to do this again in the next class?

One Hour Management How did you feel about the class as a whole? What did we do to manage the class at the: Beginning Instructions Modeling & transitions Reflection What did you like? What did you dislike? What would you have done differently in this class?

Handouts

Drawing #1

Drawing #2

Drawing #3

Collegial Study Team Final Group Self-Evaluation Form

One Hour Management

Presented on October 12, 1999
by Robert Andrews and Kiah Fellin

As a result of our collegial "journey" and the results of our presentation, we believe:

• That we help others better understand a situation if they go through it themselves;
• People enjoy doing physical activities;
• Managing a class for one hour can be very difficult;
• Teamwork and trust in the other person to complete a task is crucial to success;
• Our presentation went very smooth;
• People gave us great and honest feedback both in the verbal and written critiques;
• Our format of a simulation followed by discussion worked great and I look forward to using it again in other presentations;
• Personal experience is a source that is often overlooked because it is hard to reference on a paper but is one of the best resources a teacher has to build from.

Comments from Dr. Anderson

October 13, 1999

Dear Robert,

Congratulations! Your one hour management presentation was most impressive. The presentation demonstrated excellent modeling and was integrated with many motivational strategies. The essential elements of effective lesson design were evident at the beginning, middle, and the end of the session.

Our curiosity was immediately peaked when we could not enter the room. The class members were motivated because of the room setup, the directions on the overhead, and the mysterious envelopes on several of the chairs.

Excellent management strategies were used when you gave time limits and reminded the class members of those, played soft music during independent work time, and the arrangement of the room. Transitions were handled with management by constantly checking for understanding and reminding each student of the time.

Robert, you did an excellent job of facilitating the reflection and analyzation of the lesson. You teach with ease and are very knowledgeable. Great job!!

I commend you! You took a chance and ask the class members to evaluate you orally! This shows confidence in your teaching ability and your willingness to handle feedback. Bravo! ! Excellent - Grade A

Joanne A. Anderson,
Ed.D. Associate Professor