Raise your hand if you maybe consider yourself a seasoned art teacher, but you still, maybe, make mistakes of a first year teacher. Me! Me! Me! There are still times, after almost ten years in the classroom, when I find myself shaking my head, thinking, “Why? Why? When will I learn?” I’m sure I’m not alone, right? Right…?
For the life of me, I cannot figure out how my wardrobe has evolved into a collection of mostly black, white and grey clothing. I can only imagine it is because bright pops of color look much more vivid and striking against these neutrals. Unfortunately, art materials look striking against these colors as well. Paint, oil pastels, clay dust, burlap threads, marker, yarn fuzz… Until I can afford to replace my entire ensemble with busy, concealing, patterned clothing, I will continue walking around school with clay hand prints (my own) on my ass.
One of these days, I’m going to get my Art Teachers Hate Overalls Tumblr up and running again. It’s on my to-do list, because evidently I don’t already have enough on my plate.
This is probably rookie mistake 
numero uno, and yet, after 10 years in a classroom, I still forget that I need to model, model, model. Don’t get me wrong, I’m great at modeling a lesson, but when it comes to getting supplies out, or putting artwork away, or washing brushes, I fall short. I’m working on it though, because it means less work for me in the long run.
I’ve been streamlining my supply distribution and my new paint station this year, and it really helps. I have very little storage or flat surfaces in my current room, but I had a wall full of coat hooks. I dug out a whole stack of grocery store reusable beverage bags (ahem) and purchased (affiliate) these condiment bottles with some PTA money, and voila! A very functional paint station that the students know how to use! Because I modeled it for them. Many times.
At the beginning of the school year, I review classroom routines every single art class. This lasts for about the first quarter. Then I get lazy and assume students remember how to clean-up or line-up or move around the classroom. And then things fall apart. One of my evaluation goals this year is to really reinforce procedures and routines in my room. It helps. Things go so much more smoothly when we review.
A couple of summers ago, I took the Managing the Art Room course from AOE. It really helped me brush up my management skills, and introduced me to Clean-Up Maps and visuals for routines. So helpful!
So. Many. Keys. I have six 
different keys on my ring this year. Different meaning they all open different doors, not that they all look different. I have no idea which key opens which door. I’m the fool that stands there, out in the cold, trying four different keys in the modular door before I find the right one. You would think that I would have found a way to label them by now, but nope. Still struggling.
I think I’m finally going to break down and buy some of those key cap things. Something like (affiliate) these or these, but these are super cute too.
There are only so many ways one can get around not calling a student by their first name. And I’ve used them all. Part of this has to do with my fear of mispronouncing their names. Yes, kids, even adults experience panic at the thought of public humiliation. Sure, I have no qualms about busting out my sick air guitar skills in the middle of third grade art, but, holy Hannah, don’t let me mispronounce “Mrudula” wrong. Again.
The other reason I don’t know anyone’s name is because I legit suck at remembering faces and names. Seriously, if you were to tell me that there was a real condition that made it gosh darn difficult to connect faces with names, I would jump up and down, hands in the air, declaring, “That’s me! That’s me!”
I know, there are many tricks out their for learning names, but the best solution I’ve come up with is taking attendance. Every day. Not only do I take attendance, I make sure to say each name out loud as I’m looking at the student. Confession: this is one of those things I’m really good at for one or two quarters, and then I start getting lazy, neglect to connect names with faces, or stop taking attendance altogether, and then I legit forget students’ names.
I actually use an app, TeacherKit, that allows me to take attendance and make seating charts WITH student pictures (with permission, of course). It has a lot of other cool features, but I mostly use it for attendance, seating charts and behavior.
Why do I keep doing this!? 
I suppose I just expect that our paper towel dispenser will be well stocked. I should know better. One of these days I’m going to do what all of you smart people do, and request extra rolls for my room. It’s on my to-do list.
If you send one, you gotta send them all. Amiright? I should really stop letting students use the bathroom during art class. It is SO disruptive, and as soon as one hears someone has to go, they all have to go. I’m very nervous about not letting students use the bathroom though, especially after this incident, about 12 years ago!
So, I came up with a new bathroom rule this year, no bathroom passes during the first ten minutes, or the last ten minutes, of art (and definitely not during demonstration time). It’s working. I find most students need to use the bathroom during instruction time or clean-up time. Coincidence? I don’t think so. Students rarely ask to use the bathroom while they are actually engaged and working, and if they do, I can usually tell it’s a legit emergency.
It should be noted, these passes don’t actually travel to the bathroom with students, they’re placed at students’ empty seats. We have a rule that kids go to the bathroom in boy/girl pairs, but I think I might get (affiliate) these for next year, because I do break therule from time to time.
“Any questions? Yes, Johnny.” 
“This one time, I think it was last week, or maybe yesterday, my cat threw up in our kitchen, and then started licking it, and…” Hands start shooting up around the room. Johnny got to tell a story! I need to tell a story! Nooooooooo….
I fall for this one every time. Every time. Especially with the younger kids. I see my students once a week, and they genuinely get excited to share their lives with me, and I want them to, it’s just, we don’t have time. If you let one, you gotta let them all. Amiright? I try to get the students to save their stories for work time. Most of the time, they forget about them, but not always. I do love hearing their stories.
What are some rookie mistakes you still find yourself making? Let me know in the comments!
Be sure to follow Art Teachers Hate Glitter on Facebook.
just a little bit more of myself, and all I can think is, “I’ve got nothing left to give.” You’ve taken one of my days. You’ve taken my classroom. You’ve taken my instructional time. I have given everything, and yet I haven’t received more of anything in return. Except maybe students. I have more students in each class, but I can’t see that as a good thing.
Another favorite talking point was eliminating wasted time, “where can you cut back on wasted time?” (Well, for starters, I could not be in this meeting. There’s an hour and a half of wasted time I’ll never get back). Believe it or not, if you cut out 30 minutes of screen time every day, and put that time towards something more productive, like work, that equals 7,568 hours, which equals 4 1/2 solid weeks of time you could be using for work.* Think about that. Just thirty minutes a day. Because we all have that kind of time to spare, right?
Be strong, friends. Soon enough the students will be coming through those doors and all that training information, all those “important” handouts, will be forgotten in the bottom of our teacher bags, buried under SMARTR goals, assessments and learning objectives.
Art Teachers Hate Glitter 