How does a TAB teacher prepare sub plans?! I have created three options for my substitutes. The seem to work pretty well depending on the situation.
Here is an example of my written sub plans.
Option #1: Have the kids work on their projects
Essentially a TAB room can function without the teacher. Students know what is expected and what they need. I offer this option to substitutes that I know, and I usually ask them if they are comfortable with letting the students do that. I have had great feedback from the sub.
Option #2: DBAE short lessons
I created two sub buckets in my room. One hold these short lessons in folders. I just pull lessons and worksheets ahead of time for the sub to have. This is if I don't know the sub or if they tell me they prefer a lesson plan.
Option #3: The "Oh, No!" Bucket
My second bucket has emergency items in it that anyone can do with kids. Dot-to-dots, coloring sheets, etc. I have used this bucket on occasion when I needed to keep students busy for 10 minutes or other situations.
How do I introduce new materials and/or centers in the classroom?
Good things to remember:
I usually start with my objective looking something like this:
I even created a simple worksheet for older students to complete when learning new materials in the art room. I put these into their sketchbooks, so they have a reference to go back too.
I'm ready to make a big jump into QR coding my classroom. I decided to start simple. I wanted to create small explanations on how to use each center. I will use these videos to introduce centers, help new students, and reinforce artistic behaviors with younger students.
I found these plastic frame at Office Depot for $2.00. I bought about 10 of them. I like them because they stand out at the center, and I can easily change them when needed.
I start my year with drawing. So, I made my first video about the drawing center. When students scan in they go straight to this video. I am very excited about the possibilities that QR codes can bring into the TAB art room. I have so many ideas! More to come on this subject.
I have been teaching TAB for over two year now. I remember the day I had the "Ah-ha moment". I was stuck in a rut. I was teaching the same lessons. I struggled to get students to finish projects because of schedule restraints. I could even tell that my students were bored!
I started to do some research online and came across TAB. I was completely intrigued. I knew that TAB would be a great fit for my students and myself. I bought "Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom" by Katherine M. Douglas and Diane B. Jaquith. This book was a great source to help me get started.
It was a slow slow start! I didn't anticipate how much time it would take for the kids to get the hang of a TAB environment. But, I noticed an immediate change in thinking. It was wonderful to see my students apply their own thinking skills, and not create a project that was a copy of my own! (I added Studio Habits in after the students felt comfortable with TAB. Which my students love the habits! They are easy to understand and universal.)