FRJ- Q8, Q9, Q10, Q11, Q12

Q8. The teacher does not use a token economy. However, one award was given out while I was there. It was awarded to a girl for being a good student and voted on by a group of faculty members. Other students got awards or pieces accepted into exhibitions and they were recognized publicly. These are examples of positive Reinforcement that can motivate students to continue to put forth effort. Calling the class' attention toward these positive outcomes can also help the other students through the principle of Modeling.

Q9. The teacher usually gave a 'wait time' of 1-3 seconds. I believe she could wait just a little longer. I also think the quality of questions could deeper and therefore call for a longer wait time. Another problem with 'wait time' is that her class was not always attentive and as a result the room was not quiet enough for the silence to be effective. She seemed to need to fill the dead time so that the noise would not increase. Will better command of student attention and longer wait times I believe she could involve a greater number of students. 'Wait time' is also important within student responses. Classmates and especially teachers should take care not to interrupt even as pauses within student responses go on for 5 seconds or more. The culture should be that of respect and patience.

Q10. The teacher did not use any mnemonic devices. These could very well be used within art to teach history or principles. A technique such as a loci system would enable children to imagine a sequence, to create a path along with the mental journey that would allow them to retain information. When tested students will often recall knowledge that is linked with affective, memorable experiences. Mnemonics are particularly helpful to help recall pieces of information in specific orders.

Q11. Art classes are ideal for Discovery Learning. The teacher I observed not only had students solve the problem of just how to complete ceramic projects within non restrictive parameters but the coursework as a whole differed from student to student based on the interests they expressed and by completed a given number of skills on long list. By the time I observed the class they were late into the term and various groups of students were all working on separate tasks. This may be difficult to manage as a teacher, but most students were engaged in completing the projects that they themselves had chosen and designed. Surprisingly the students respond well, most stay on task and are pleased to have choice and flexibility built into the curriculum.

Q12. Art instruction often includes demonstrations. Instructors directly model the physical actions required to complete a given task. This does not completely fit the concept of Observational Learning in art classroom generally centers on skill acquisition and task completion. In a broader sense art teachers can act as models as their students witness their actions as professional artists. They may see their teacher exhibit artwork, speak as a guest lecturer or receive commissions to produce artwork. Also as teachers discuss their own thought process in art production and communicate the ideas embodied in their work, students will see the meaning that art has for the teacher and more likely reach the stages of Self-instruction and Self-evaluation.