assignment 6

As for kindergarten students and their willingness, there can be so many variables.  Students are still getting used to sitting on the rug for the duration of VTS.  I see students after P.E. and they usually request to get drinks and to go to the bathroom.  Once, one goes, they all have to go.  Students also seem to be getting the hang of being patient and waiting their turn.  This seems to be something that will be a challenge.

I did get a lot of listing and "I see" statements.  I also had several students say, "I think...". 

I did notice student fed off of one another.  If one student stated that the human figure in the image was a mom, several others would also make the same statement.  If another student identified the figure as male then others would also agree. 

The discussion concluded due to time.  It was time to line up and I wrapped up the session by thanking students and sharing what I liked about their work.

I think students are still getting settled in to VTS.  I am not sure what they learned other than the routine and expectations. 

It still feels pretty natural to VTS.  I am trying to adjust my previous knowledge of VTS and enrich the techniques I have used over the past two years. 

Assignment 5

I have a specific student in mind that tends to be full of energy and  has a lot to offer to VTS.  P. has proven to be bright but a little immature during class.  He was "babied" at his preschool.  I am excited to see him gain his voice and support his work with evidence.  I think the paraphrasing will help him to see his words in a school setting as he progresses past preschool. 

I plan to ensure that P. is called upon and sitting in a location where he can be successful. 

Assignment 4

I video taped kindergarten students one at a time.  I called them into the hallway where they viewed the ice skating image on my computer. 

*Coming into this year with the idea of kindergarten students at the end of VTS, I wasn't really prepared for how little students shared on their assessment.

*Students had a lot of list statements as well as "I see..." statements. 

*Some students seemed a little more reserved and others were more forthcoming with their answers.

*Most students were not sure how to finish their statements and I didn't want to pressure them to be done.  Some students really came up with a lot of information after long silences, so I am glad I did not force the time.

*I think with kidergarten students, it was a little awkward at first.  Students were not sure what to say or how to be. 

*Some students did surprise me with how much they did say and how they went on and on.  On the other hand, I was blown away by things that seemed obvious to me that students didn't notice or how off some of the answers were.  One student who said the figures in the ice skating image were "surfing" and then went on to correct himself and say they were doing karate and kicking the water. 

**I want to work on my body language and ensuring that I am warm and inviting to student answers.  I think I will need to relax more and smile.  I seem to be serious when I do VTS.

Assignment #2

I am catching up on specific assignments.  I had the chance to practice with my fellow art teachers.  We each took a chance to VTS with one another.  It was a nice chance to see my colleague Diana, who inspired me to implement VTS with my students.  She has traveled to take a VTS course and has worked with her building's literacy coach to support her teaching of VTS.  I really took away some statements she used, specifically connecting statements.  Diana, does a nice job connecting statements that are similar and also transitioning when students get hung up on one specific area of the artwork.  Since this is my 3rd year implementing VTS with kindergarten students, I want to work on my paraphrasing and connections as well as ensuring that I am teaching VTS properly.

Dialogue (Assignment 3)

 At this point, I have been acclimating students to the art room and routines and the "rug" portion of art.  Students have done the assessment and done their first lesson.  Second VTS lesson will take place Friday and Tuesday. 

As I have been catching up on readings, video clips and articles, I have found some phrases I really like and will use.

When paraphrasing, I plan to use...

"So you are thinking (insert paraphrase of student comment)."

I usually say, "What I heard you say....."  and this can get redundant.  I am glad to have a new phrase to use and will hopefully develop more in further readings.

I also liked, "you are drawing our attention to....."  to use when paraphrasing an area a student is pointing out.

"One idea we have is..." as a way to show various ideas for a particular portion of the art where students might disagree.

"Another idea..."  to join student thoughts about a specific item where they might have multiple opinions.

***I also found these from my notes at our first Mizzou visit.

"If you haven't answered one of my questions yet, raise your hand and wait to be called on.

"If I call on you, raise your hand and speak loudly".

"It's okay to disagree but we do so respectfully".
I also want to remember to....
"Make sure they understand that they will be looking at art and will be encouraged to think, to contribute ideas and observations, to listen, and to build understandings together."
-VTS Basics

wiggle worms

I want to jot down thoughts from my first VTS lesson of the year.

I had 2 kidergarten groups experience their first VTS lesson yesterday.  Wow!  I had the group I knew would be a challenge and one of the other kidergarten classes back to back...two, 30 min. sections.  By the time the teacher drops the class off and we finally get started, our time is already reduced, takeaway the five minutes we use to line up before the end of class, and it leaves 20 minutes to VTS.

I started each class with the expectations and an explanation of what VTS is.  I shared with students that on our "short" art days, we will either be looking at pictures or reading a book.  I adopted this from a colleague who introduced me to VTS, we say this together..."V-stands for Visual, we used our eyes" (we point to our eyes), "T-stands for Thinking, we use our brain" (we point to our brain), "S-stands for Strategies, it's a way of doing something" (we move our arms like we are running).

I let students know there are 4 rules for VTS.  1. We look  2. We listen  3. We raise our hand  and 4. No crawling around.  It is a long time to sit for a 5 year old.  In the past, I have found crawling around to the be the biggest distraction during VTS.  When I stop to correct this behavior, we lose our momentum.  I try to give quick hand signals to let students know to sit up or stay put.    Students also seem to realize that they need to use the restroom as soon as they sit on the rug.  I try to see if they can wait because once I let one go, they all seem to have the urge.  

*let me know if you have any suggestions for this.
Our first lesson went well and better than I expected with my squirrely class.  I tried to recognize and point our when students were sitting still before I called upon them.  "I noticed you were raising your hand patiently and waiting your turn, What do you see?".  If a student was up on his knees and waving his hand with frustration, I told him, that I call on "quiet" hands and as soon as I noticed that behavior, I tried to get over and call upon him as soon as possible. 

As the lesson moved on, I noticed I was not giving positive feedback after each student.  I need to find my word or phrase and be ready for next time.  I also noticed that paraphrasing can be hard and finding synonyms for certain items can be a challenge.  I will continue to work and address these areas.  I was more aware of every move I made during this lesson...more so than last year. 

I am looking forward to the next lesson.

Catching up!

Between the start of school, Meet the Teacher Night and a doozy of a Migraine...I am now trying to get caught up on blog posts.

Kindergarten students are slowly getting into the routine of school and 2 of the 3 kindergarten classes a little more quickly than the other.  One class is going to be a challenge.  Boys and girls are learning how to be invited into the art room and listing to instructions about where to sit; whether on the rug or at their table.  When invited to the rug, I am working on what behaviors are expected such as sitting and raising a hand to speak.  I am distinguishing between the activities that will be taking place on our short afternoon sessions (we meet for 30 min.).   I have told students that on "short" art days, we will either read a book and use our "illustrator eyes" or look at an image on the smart board.  Next class will be our first VTS image.

*Permission slips are going home for the pre-assessment. 

*After subscribing a while ago, we are FINALLY able to log in to VTS.