The Art of Education

 

Personal Statement

I am more than a teacher. I am a coach and a community leader, and I use my creativity to enhance core curriculum. I care about my students and my community.

I have a special affection for art history. I use it as a doorway into literature, social studies, world history, Spanish, and the associated STEAM subjects of science, technology, engineering, and math.

In my classroom and my art studio, students learn problem-solving skills, critical thinking, and creativity. My interactive lessons engage young people and give them the tools and techniques they need to express themselves and thrive in today’s global economy.

Twelve Questions for Katherine Kenner

1. What do you want to accomplish as a teacher?

First, I want to breathe excitement and passion into state standards. I want to make art history come alive so students can walk into a museum and feel comfortable. I’m proud of the fact that I have four year olds in my studio who can recognize a Van Gogh or a Picasso. I also provide interdisciplinary connections and enhance curriculum from core classes.

Second, I want to teach real-world skills — whether it’s introducing children to technology that prepares them for 21st century jobs, or a teaching skill as basic as sewing a button. I like to introduce concepts such as color theory and pattern in a way that students relate it to their everyday lives. I like to hear them ask, “Miss Kenner, how do you like my complementary dress and scarf combination?!”

Finally, I involve parents and community members through social media, public art displays, and community activities.

Every student has a voice and needs a safe place to express themselves, the art studio provides this. I realize not every student will be an artist but every student can appreciate the beauty in the world.

2. How will (do) you go about finding out about students’ attitudes and feelings about your class?

I pay attention to my students. I watch their body language when I’m teaching. When do their eyes light up and when do they glaze over and out the window. Watch the kids that are answering questions and those hiding in the back. Watch their focus during projects. Listen to the students when they talk during work time. Listen to the student that grumbles in the hallway. I also ask them directly and provide surveys.

Walk into my classroom and you will see me engaging students in interactive lectures, group activities and discussion. Learning is a team sport. The more I talk to students and actively take interest in their talents and opinions, the better I can provide meaningful material. Which, in the end, is my goal.

3. An experienced teacher offers you the following advice: “When you are teaching, be sure to command the respect of your students immediately and all will go well.” How do you feel about this?

The best way to earn respect is to show it — to care about the people you are working with and the job you are performing. Students can tell when a teacher is giving their all. I show respect with my excitement and enthusiasm.

I show my commitment to the responsibility of teaching through organization and preparation. My room is clean. My materials are ready. My instructions are thought out and clear. I anticipate and encourage questions.

I show this on the first day and on the 100th day because I have a passion for teaching. Yes, the first impression is important, but so is the daily hard work that allows things to go well.

4. How do you go about deciding what it is that should be taught in your class?

The recipe for a good curriculum begins with a base of state and national standards. They ensure students are learning all materials necessary to help them advance in their education.

Next I add a dash of personality — a zest reduced from local demographics and culture. What is the school interpersonal climate? How are the students relating to the world around them? I combine this with student needs, skill levels, and resources. Every school is different. Knowing students on a personal level allows me not only to relate to them, but teach them in a way that is meaningful.

Finally, I sprinkle in activities and themes that students are personally interested in. I also think about what excites me. One of my best qualities as a teacher is my passion. Don’t teach a lesson you’re not excited about. You are your curriculum. This fine-tuning results in more active participation and increased learning.

5. A parent comes to you and complains that what you are teaching his child is irrelevant to the child’s needs. How would you respond?

I have never had that happen before. I work hard to ensure my curriculum meets state standards, prepares students with real-world skills, creates interdisciplinary connections, and engages student interests.

The first thing I would do is listen. Input from students and parents is vital to the educational system. I react calmly and sincerely because I know that this open line of communication is the best way to meet the student’s needs.

I show the parent my lesson plans and how they relate to state and national standards. I then talk about the student — their interests and abilities and receive input about how the parent feels I can better serve their child because that is my job. I thank them for voicing their concern. I have an open-door policy. I welcome feedback. I continue to check in, monitor her progress, and reflect.

6. What do you think will (does) provide you with the greatest pleasure in teaching?

I love the excitement I feel when I am able to take a complex topic and break it down to make it understandable. It is a great joy to see students master new skill. I love communication during lessons. I am teaching the students but I am receiving their feedback. When I can tailor a lesson to meet student needs, then the learning becomes a communal event, not simple a call-and-repeat session. I am happiest creating teaching moments where everyone benefits from the learning experience.

I feel proud when students are excited to introduce me to their parents. I like when people see my bright outfits, aprons, and totes and can tell I am a teacher. I like when kids are smiling lining up for class or itching to start a project. I like when students are engaged in free play and I watch them with a book or pencil playing “Miss Kenner.” I like when students remember something from lessons past or build on prior knowledge and make connections. I like when students take projects home or extend it to twist the lesson or teach it to siblings. I like when parents tell me that students talk about my lessons at the dinner table.

 

7. When you have some free time, what do you enjoy doing the most?

I teach because it is my passion. In the time since I first started teaching, I have found that creating and learning about great art is just as thrilling as teaching it. In my free time I love to read and watch documentaries. I enjoy going to museums, craft fairs and street festivals. In this way I am always learning and thus able to continually improve my teaching. I also like to swim, go to garage sales and bake.

8. How do you go about finding what students are good at?

The best way to learn about someone is to take an interest in them. I care about my students. I pay attention to details like their notebooks or desktop backgrounds. I value connections — class discussions, assignments and friendly hallway hellos. Every conversation we have, every essay I read, every worksheet that I correct I am learning: Learning what they like, what they excel at, and what they struggle with. My active interest in their lives, academic and personal, helps me to connect, inspire, and teach.

9. Would you rather try a lot of way-out teaching strategies or would you rather try to perfect the approaches that work best for you? Explain your position.

It is important for a teacher to consistently revise their curriculum and strive to refresh and improve. I communicate with other educators, pay attention to educational social media accounts, and attend professional development. These activities allow me to stay updated on research, training methods and teaching tips.

It equally important to develop a style that is efficient, comfortable, and consistent. Routines are important to establish. Mix things up within a system.

I follow the energy of the students and notice where there are snags in routines. I reflect upon feedback from students as well as observations and advice from other teachers.

Just because a trend is new and exciting doesn’t mean it works. It is important for teachers to stay current in educational trends but to tread lightly. Students are not guinea pigs. The quality of their education is the bottom line.

10. Do you like to teach with an overall plan in mind for the year, or would you rather just teach some interesting things and let the process determine the results? Explain your position.

It is imperative to have a direction and framework. Scope and sequence makes learning fluid and understandable. You want to scaffold the learning so that students are meeting objectives and mastering skills within the time frame of your course. You need to know what your basic foundation is so you can strip it down for students who are struggling or absent.

Daily exercises and small changes in lesson planning and activities are expected and necessary. It is okay to change the pace based off student interest: be open to what is happening outside of your classroom.

I am flexible but I always have a purpose and a plan.

11. A student is doing poorly in your class. You talk to her, and she tells you that she considers you to be the poorest teacher she has ever met. What would you do?

I validate her opinions. Her best interest is my concern. As long as she is respectful I am happy to have a discussion about her education. I need to know why she thinks this. Is it my personality, my curriculum, the mediums, the projects? Ask what the student is missing. Can I explain something better? Does she need more or less difficult work?

I inform her that there is a plan to the year and ensure her that my curriculum meets state requirements. I note however, that this class is preparing her for the real world and you can’t blame others for your failure. You are responsible for your performance — not a boss or teacher. You don’t have to like art but you have to try. You don’t have to like me but you have to be respectful. I continue to check in, monitor her progress, and reflect.

12. If there were absolutely no restrictions upon you, what would you want to do in life?

I would continue my education — formally and informally. My days would be filled with museums, historic sites and apprenticeships. I would practice studio art and attend lectures. I would not turn my back on teaching. Instead, I would provide specialized workshops on the skills and knowledge I have learned along the way. Later — when my feet are tired, my souvenir bags are full, and my brain is stuffed with knowledge — I would return to a daily teaching position. Until then, I would let the world be my classroom.