INTRODUCTION

Throughout this section, I will investigate and discuss the learning environment at ADL Intermediate School. I will delve into the culture and demographics of Essex Junction and Chittenden County, ADL’s philosophy and standards as a school, and zoom in on the specifics of the art room. After experiencing the physical space, instructions, activities, standards, energy, and students of the art classroom; I will describe, analyze, and reflect on its impact on the greater community of ADL and Essex Junction. To end this section I will reflect on my personal teachings in the art classroom and discuss my knowledge and experience on making a safe and comfortable learning environment to promote growth in not only myself as an educator, but also my students as active and engaged learners.

DESCRIPTION

Essex Junction, Vermont-

Albert D. Lawton, also commonly known as ADL, is an intermediate school located in Essex Junction, Vermont.  Essex Junction is a village in the town of Essex in Chittenden County. Chittenden County is the most populated and affluent county in Vermont with a population of about 150,000, Essex Junction contributing a population of just under 10,000 people. Essex Junction is about six miles east of Burlington, the largest city in Vermont. The average income for males in Essex Junction is about $40,000, while the average income for females is about $27,000.  Approximately 3% of the population in Essex Junction is below the poverty line.

School Overview-

ADL is apart of Chittenden Central Supervisory Union.  ADL middle school serves 6th, 7th, and 8th grade with a student population of approximately 350 students.  Majority of students will continue their studies at Essex High school after 8th grade graduation.  Albert D. Lawton operates on a trimester schedule.  Additionally, the school hosts two student-led conferences which includes families, students, and staff to discuss school climate.  Overall, the school posses a positive energy and enthusiasm towards learning and progressive thinking.  ADL’s school philosophy encourages students to make connections to their peers and the world around them, to develop a strong school community with staff, teachers, peers, and the greater community, and lastly to be successful and confident learners.  The staff and educators at ADL do not only support their students, but also their fellow coworkers.

Demographics-

The demographics throughout the school consists of mostly white middle class students with a small but growing amount of diversity.  In recent years, an increasing number of refugee families and students are moving to Essex Junction and attending ADL.  This growing population of cultural and economic diversity is in part due to the neighboring cities, Burlington and Winooski, becoming overcrowded forcing families to move into other parts of Chittenden County, such as Essex Junction. Albert D. Lawton provides free and reduced lunch to an upwards of 30% of their student body.  

Student Learning-

Additionally, ADL has implemented positive school wide initiatives such as differentiated instruction and integration of technology.  The goal of differentiated instruction is to make learning for each student individualized to meet every student where they are which includes literacy support in all subject areas, standards based planning, and assessing/ reporting. ADL also has a one to one, Chromebook Mini to student distribution in an effort to integrate technology into student learning.  There are many students at ADL who are on various education plans such as 504s, IEPs, and EST (This will be further discussed in Section 3- Accommodating Students Identified as Having Special Needs).  In the last few years, ADL has a growing number of support for English language learners, also known as ELL. Many of the students are new to America and the supports include specialized or modified instructions, also learning to acclimate not only to a new new school, but also the overall culture and climate in Vermont.  Regardless of the student’s background, ADL makes it a priority to ensure all students are successful learners.

Community Involvement-

Albert D. Lawton has a wonderful relationship to the community. The community involvement is rich and vast. ADL hosts an annual Empty Bowls fundraising night which entails every student at ADL to make a bowl in art class in which community members come to the school and pay for a meal to eat out of a student made ceramic bowl. All the profits from the night go to the Heavenly Food Shelf in efforts to feed the hungry.  Furthermore, every student in the school was assigned a specific site to serve some form of community service work, such as assisting the elder community at a local senior center.  Additionally, ADL helped to host the Steam of Lights Festival this February, bringing the township of Essex together to light up the sky with beautiful lanterns in the darkest month of the year.  ADL also celebrates Youth Art Month, by participating in the Essex’s Fine Arts Showcase in the month of March. The school also takes great pride in their athletics, by hosting an annual basketball tournament (this year marks ADL’s 46th Annual Basketball Tournament).  ADL does not only focus on a strong relationship with the external community, but also the community within the school. The school agrees on a school wide theme and sets aside a few days throughout the school year to celebrate the theme.  

Behavioral Management-

Every three years ADL updates a social contract that is agreed upon by the entire school including staff and students. The school contract focuses on school wide respect and the responsibilities of being a positive community member. There are a number of protocols put in place if a student acts out against school policies. If the student is extremely disrespectful or is causing harm to other students or staff, the classroom teacher is to immediately fill out a ‘blue slip’ or an office referral form and the student is directed to the main office to have a discussion with the assistant principal.  It is now at the discretion of the administration how to proceed with consequences such as an apology or ‘classroom circle’, in-school suspension, out of school suspension, or although rare, expulsion.  For less offensive acts of aggression a three strike policy is in effect.  Often if a class does not meld well together, or if a student has been pulled out of the classroom the class will have a ‘classroom community circle’ where the issue is discussed and hopefully resolved, the objective of these circles is to create a positive, safe, respectful, and honest classroom climate. The art classroom is generally known as a safe and productive space where students are allowed to be on the rowdier side due to the nature of art allowing more student independence compared to other classrooms.  

Standards-

ADL utilizes a numeric based grading system instead of the traditionally used letter grading system.  This system is in place to encourage students to reach a secure level of understanding.  The numeric grading system includes:

• 1: Beginning Level of Understanding

• 2: Developing  Level of Understanding  

• 3: Secure Level of Understanding

  • equivalent to an ‘A’ in the traditional letter grading system

• 4: Expanding Level of Understanding

This grading system is utilized in the art room along with the National Core Arts Standards.

Additional Resources-

ADL equips each classroom with a computer, printer, projector and screen. Specific classrooms have Smart Boards (an interactive whiteboard using touchscreen technology).  A wide array of professional development resources are made available for the  educators at ADL. The Chittenden Central Supervisory Union allows teachers to take up to six professional credits..  Additionally teachers are allowed to take an unlimited amount of professional days with permission from the principal.

The Art Teacher/ The Art Classroom-

The art room at ADL is a well known haven in the building.  Tina Logan is the art teacher at ADL and is full of positive energy.  Her ability to connect to students is remarkably  impressive.  She has the ability to blossom creative energy within her students.  She is graceful in the midst of chaos.  Tina is understanding, bubbly, adaptable, and kind.  She teaches every student at the school and has an enriched relationship which each and every one of them.  Tina’s students respect her, the classroom, and materials out of respect for her.  She has the reputation as one of the best teachers at ADL.  Tina has arranged a colorful, engaging, and safe space for her students to grow.  She changes the displays in the front of the classroom to reflect the lesson she is currently teaching.  The tables are arranged so everyone can see the projector screen and can still have their own personal space to create.  There are samples of artwork not only on the walls, but also hanging from the ceiling.  Every inch of the room is covered in inspiring quotes, student work, famous artwork, reminders of standards/expectations, art terms, and signs pointing to where specific materials are located.  The room often is lit with completely natural light, due to a long wall of windows that lets in the perfect amount of afternoon sun.  The window look out to a field with trees.  The room is organized so every student knows where everything is and they can become independent artists when creating and do not have to ask where things are located. Students thrive in this room and it is often difficult to get them leave to go to other classes.  

Curriculum in the Art Classroom-

Tina teaches using a variety of methods.  The first half of the year Tina teaches using DBAE or Discipline-Based Art Education. These lessons are teacher-directed and have more direction to what the project entails and the end goals of the artwork. The second half of the year Tina teaches using TAB or Teaching for Artistic Behavior. These lessons are student-directed and have very little direction.  In TAB the student is viewed as the artist and the theme is more loosely applied to their artwork. Regardless of the teaching method, projects are first introduced with a PowerPoint presentation addressing a specific theme. After the project is introduced, Tina then proceeds with demonstrations so students can visually understand the expectation of the project. Students are always asked to brainstorm before beginning their project and they are often asked to write about their experience while completing their project.  Students are asked to share artwork upon completed and are asked to fill out rubrics pertaining to the specific project.  Some projects upon completion will have a form of celebration. Every student has the opportunity to thrive in the art classroom and instructors are easily modified to fit the needs of all. This is a completely inclusive environment.

ANALYSIS

ADL is a space where students feel free to learn, grow, and explore.  It is a safe place where students are unified. Middle school, generally, is known as a rough emotional stage in young adolescents, the teachers and adminstration at ADL recognizes this age group for what it is and tries to collaboratively work together to create a positive school climate.  The social contract is just the tip of the iceberg. This acts as a baseline for expected behavior at ADL. Although ADL works extremely hard to make the school a productive learning environment, I have found that students often project their personal home climate within the school setting. Middler Schooler are facing constant change, with their bodies,  friends, identity,  role in the family, and that can be off putting for many students. If students are having a rough time at home, that student will more then likely act out and repeat the actions of their family or guardian members.  The most important aspect of managing a learning environment is to make personal connections.  The better you understand your students, the more the students will respect their community around them. The art room is a place where all these changes can begin to settle in.  Students have the opportunity to explore their identity.  It is a space where the students really feel in control of what they are creating.  Additionally, Tina Logan has the seamless ability to understand and connect to her students regardless of their background or culture.  Students want to feel apart of a unified community and all of her classes make you feel like you are apart of special group on the brink of creating greatness.

Furthermore, the learning environment is often affected by the time and day.  Students tend to be sleepier in the morning and wound up after lunch. Some afternoon classes tend to be more relaxed than others, but the class at the end of the day always tends to have a streak of wildness.  Before and after school breaks and holidays the students excitement to get out and catch up can also affect the learning environment.

The learning environment will always have several factors that impact student learning.  The most important thing to remember is to be aware of them all and put yourself  in the shoes of your students.  Middle school is a sensitive age and the pendulum from a happy, open, and safe classroom can swing the other way quickly, so it is important to be adaptable.  Know your students and know how to respond in an appropriate manner to each of your students.  

REFLECTION

When I first arrived at ADL I knew I wanted to teach using the TAB philosophy (Teaching for Artistic Behavior). Needless to say I am a chaos junkie, and I love the bioproduct of energetic excitement due to an overload of creativity. I felt at home in the packed art room. I was excited by the materials and decoration.  Personally, I thrive on the hustle and bustle of a slightly rowdier setting.  In order to keep the classroom from being too chaotic, I needed to learn how to draw the line and create a productive lively space, instead of an overwhelming environment.  I learned tricks such as ‘wait time’, five minutes of silence to start the class to be followed by five minutes of whisper time and playing soothing instrumental music to calm the noisy students.  I soon realized that creating a positive space, meant I had to provide clear direction, and repeat it, often.  

I am naturally an outgoing and kind-natured individual. I have quirky tendencies and tend to beat to the rhythm of my own drum. These qualities make me particularly relatable to 11-14 year olds. Students open up to me and tend to trust me very quickly.  I make strong positive connections with my students and I truly have the interest of getting to know them.  Honesty, intention, and love are terms I hold dear to my heart.  I believe that if you always act from an honest, intentional, and loving place the environment will promote growth for all students.  

Principles and InTASC Standards to be Addressed:

Principle #2: The educator understands how individuals learn and grow and provides learning opportunities that support intellectual, physical, social, and emotional development.

Principle #3: The educator understands how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.

Principle #5: The educator creates a classroom climate that encourages respect for self and others, positive social interaction and personal health and safety.

Principle #10: The educator understands conditions and actions, which would tend to discriminate against students on the basis of sex, race, color, creed age, sexual orientation disability, or national origin and takes proactive steps to address discrimination.

InTASC Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of leaning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

InTASC Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning and self-motivation.