Behavior Management for the art teacher

Resources
A while back, I collected some thoughts on my behavior management style and goals. Below I describe some procedures I use, and why I implemented them. In compiling this list, I attended professional development sessions aimed at classroom management, reviewed books written by educators on the subject (such as The First Days of School by Harry and Rosemary Wong, Tools for Teaching by Fred Jones, and Classroom Management for Art, Music, and PE Teachers by Michael Linsin), and viewed online teaching resources from reputable art education associations like The Art of Education and the National Art Education Association. This has helped me understand common, effective classroom management techniques in both general and art education settings.

Procedures

• Communication
  •  I want my management to be based on trusted communication. Throughout my years as an educator, I found success in simply discussing classroom issues with students. For example, a student refused to listen to me when I told him to move to his assigned seat, and I was getting frustrated. After my lesson, I spoke to this student individually and discovered he had not slept the previous night. He did not want to move closer to his friends and was not a disturbance to the rest of the class. He was not feeling well, and some students just need an adult to tell them to get more rest. In another example, a student received a failing grade and was distraught. We spoke about his performance, and he explained that he was falling behind due to a difficult family situation. I assured him that he could turn in any of his work when his personal life straightened out, and I would help him inside the classroom in any way I could. As a result, his grade in my class improved, and he passed the course. I want to improve and remain consistent in communication in my future career. It always helps to communicate with the students and understand their concerns to create a comfortable learning environment. Exacerbating the problem by not communicating directly would be counterproductive and undermine my appearance as a classroom leader. 
• Revision
  •  I have developed strong opinions on art and design projects from my time at Eastern Kentucky University. No artwork is perfect or finished, and anything created can be improved somehow. I will always accept makeup or revised projects from my students to be graded as often as they see fit. Studying art and design requires an essential process of brainstorming, creating thumbnails, rough drafts, critique, and revision. It makes sense that every student will be working at different paces to suit their needs. However, they will still encounter deadlines in the future, and they need to learn to manage their time wisely. I would like to include a new deadline procedure in the coming school year that stresses time management while accounting for circumstances that may be out of their control, creative or otherwise. To keep them on task, I enforce a particular critique day where I go to each student, discuss their progress, view their work so far, and decide on any changes that can be made. I would like to incorporate group critique as they move into advanced art classes. If a student does not have their project finished when the deadline arrives, they will fill out a form devised to let me know how they have progressed, why they do not have it ready, and provide me with a reasonable projected date of completion. This procedure places the responsibility in their own hands. Should they fail to turn it in after their projected completion date, I will notify them of a time when we can discuss it. This form will ideally help me understand their inability to complete the assignment and any additional resources and assistance they may require. This additional procedure will hopefully help my students stay on track with their artwork and foster a better creative environment. 
• Cleaning
  • Students will have specific responsibilities assigned by a desk group, and we will practice them, such as keeping the sink or desks clean, washing the brushes, and organizing the paint. Outlining their group tasks will hold them accountable. Not only will they be held responsible in a collaborative classroom, but I, the teacher, will also be. If I expect them to keep up with their tasks, I should also be expected to keep up with mine. For example, I must maintain a clean classroom and ensure that their grades and artwork are returned to them promptly. A healthy classroom should work as a team.
• Tickets
  • A possible reward system for good behavior. Students are given tickets if they follow classroom rules, turn in work, participate, or display helpful behavior. A ticket will be drawn from each class monthly, and a student will receive an award (I like to give out sticker packs in my classroom, even the high schoolers love it).