Monday, March 18, 2024

Designing and Managing Student Projects

 

This article was originally written for and posted on The Dock for Learning.


 Scherenschnitte from Germany 


Chinese brush painting


Designing and Managing Student Projects 

     While most of our class time should be spent covering major concepts and the material in our textbooks, there is much value in having students complete projects.  It has been proven that students learn more and retain information much longer if they are actually involved in working with or creating something using their minds and hands.   


     Projects create a completely different dynamic in the classroom as well.  Students become actively involved in learning, and usually really enjoy it.  The variety also does wonders for classroom morale.  The learning and creativity that takes place is well worth the extra planning and mess.  


      Two main categories of projects are written presentations and hands-on projects.  While I far prefer hands-on projects, written projects are also very worthwhile for students.  Here are a few ideas for both of these categories. 


Written:  reports, speeches, poster board presentations, portfolios (folders with both written information and photographs or drawings) 


Hands-on:  three dimensional projects, art projects, science experiments 


     I usually require my students to choose a history or science topic for their English papers.  That way they are practicing their writing skills and increasing their knowledge of other subject matter at the same time. 


     Often I will research the folk art of whatever country and/or time period in history to get ideas for projects for history and art.  


     I try to complete every science experiment in the book, even if it is a day or two after we covered the material because I had to purchase or find something unusual.  


WARNING!    Projects can be very taxing on parents.  One of my children once had five projects due the Monday and Tuesday after Thanksgiving break.  It ruined our family time, and we spent much time shopping for whatever was needed.  Because of this, I follow these three rules.


  1. Provide all the supplies needed and the time to do it at school.  We have the students for seven hours a day; let’s use the time wisely. 


  1.  On the rare occasions where my students do have to complete a project at home, I never make it due on a Monday.  Usually it’s due on Thursday, and then if it’s a day late (- 10 points!), they can turn it in on Friday and still enjoy the time with their families on the weekend. 


  1.  I never make anything due the week after a holiday break.  


     Before you attempt any type of classroom project, you should have your ducks in a row.  A few aspects to consider before trying to introduce more projects into your classroom repertoire are timing, purpose, and procedure.  


      TIMING:  Timing is very important.  I believe that it is best to complete a project after the material that it relates to has been covered in class.  For example, last week we learned about the Dead Sea Scrolls.  This week in art class, we are going to make some large scrolls with Hebrew writing on them.  This enriches their understanding of what they have studied.  


     Depending on the classes I was teaching and how flexible my schedule was, I have usually done these two different ways.  If I was also the art teacher, we worked on our projects in art class while we were studying the content in history.  If I was not the art teacher, I tried to complete one project every two weeks, beginning it after the students finished the chapter test (which usually didn’t take the whole period), and then using the next class period to get it well underway.  I would then give the students another two weeks (until we began the next project) to finish it, letting them keep their unfinished projects in my classroom and work on them during study halls, lunch, or whenever they had extra time.  


    

 PURPOSE:  The purpose for doing any project should be to complement what the students are learning in a specific class (usually history or science), or for the purpose of just being creative and using their brains to think in a different way using space, color, and motor dexterity, as well as learning new techniques and skills (usually art class).  


Illuminated letters from the Medieval era 



     PROCEDURE:  This is muy importante.  Great classroom management is a must before attempting to do any type of project in class.  There are also a few methods that keep the chaos down and the learning up.  I have found that if I follow these procedures, the students are usually so enthralled with working on their projects that they don’t talk much or get distracted.  


  1.  With students sitting quietly, explain slowly and carefully how to complete the project.  Show them a finished project that you have made yourself, if possible.


  1.  Give students a variety of options and ideas.  While my students are usually all working on the same type of project, the end results are very different because I’ve presented many different options to them and encouraged them to experiment and try different variations.  


  1.  Either pass out the materials yourself or let students go in small groups up to a table and choose what they need.  I usually dismiss them by rows to do this and will not let the next row go until the students from the first row are seated. 


  1. Next, lead students through the steps, going slowly and modeling what is supposed to be done up front where they call all see.  


  1.  Walk around and oversee, encourage, or show students the different ideas that other students have had while they are working. 


  1.  Near the end of the period, give students exact instructions on where to put their projects until they are finished and how to clean up the work area. 


  1.  Always give students a grade!  These are learning experiences and enjoyable, but they are part of the classwork and need to be completed.  Give students a week or two and then follow up with them to make sure that they finish their projects. 


  1.  Display the projects  for others to see.  


     I have found that working on and completing projects at school has greatly enriched my students’ understanding of the material that we are studying in class.  Not only does more learning take place, but the effect that these have on morale and just enjoying school and each other makes doing projects well worth the effort.  


Mezen from Russia



Saturday, March 16, 2024

Mosaics at the ART of RECYCLE

 

     Our students created these beautiful mosaics at the Art of Recyle in Ephrata, Pennsylvania.  They offer art field trips, which is a great thing to do in March when many of the usual field trip locations are closed.  We discussed and sketched design options at school before we arrived.  Once we were there, we arranged our designs in one pan and then transferred them to another pan with cement in it.  The wonderful staff at The Art of Recycle provided everything, mixed the cement, and gave us clear directions.  While we were waiting for the cement to be mixed, our students sang their "Books of the Bible" song as part of a puppet show, and then we spent some time looking around this amazingly creative place.  They even have a supply room with free stuff for teachers!  



















To see a video of these, click HERE.  



Monday, March 11, 2024

How Much Commitment Does It Take to Be a Teacher?

 

This article was originally written for and published at The Dock for Learning. 


How Much Commitment Does It Take to Be a Teacher?  


Two former students of mine asked me to fill out a survey for papers they are writing about becoming teachers in the future.  The questions were thought-provoking, and I thought the answers might resonate with others and hopefully be encouraging, so here they are.  


How much time do you spend on school-related activities each week? 


I try not to track it, but it's around 45-50 hours a week. 

  

How does your job affect your mental health and social life? 


Teaching is usually a very uplifting and exciting thing to do, and one that I enjoy greatly, so in that aspect, most of the results of teaching on my personal life are highly positive.  It does take a lot of time, so I have to work at prioritizing my family--trying to come home fairly early (hopefully after all my papers are graded), and only working on school stuff at home if everyone is out of the house or napping.  At times, it can be stressful, like when a parent or administrator has "concerns."  This would negatively affect my mental health, but these incidents are usually very rare and short-lived.  


How much commitment will it take to be a teacher? 


To do it well, I would say it takes a lot of commitment.  That doesn't necessarily mean a lot of time though, if you've got your ducks in a row.  Each year it gets easier as you've often taught the same material before, and you've got more experience in how to handle various situations.  


The commitment, I believe, comes in the form of classroom management and knowing the content well.  If teachers haven't previously studied fairly extensively in their content area, they are going to have to be committed to putting some time into studying, or they won't be nearly as effective in the classroom.  The classroom management aspect is probably the most trying for a teacher.  To do that well, one has to be committed to have a classroom management plan and  to stick to it. 


What are the ministry opportunities?  What place does your faith take in the workplace? 


Great question!  Since I have a degree in my field, I could go down the street to any public school and make about four times the amount of money that I'm making now.  But, I believe in Christian education.  I am a firm believer in Anabaptist doctrine, and in an Anabaptist school, we get to discuss this every day in Bible class or whenever else it comes up.  


I also believe in giving back to the community of which I am a part, and in which my family and I have been so richly blessed.  


In addition, I  believe that eight-year-olds are not missionaries.  I do not believe in sending young children out to be "salt and light" when they don't completely understand doctrine, or a whole lot else for that matter.  For this reason, I believe that they need to be nurtured, instructed, and taught in a doctrine-rich setting such as that provided by Anabaptist schools.  Then, when they are older and more mature in their faith, they can go out and be missionaries.  Someone needs to teach them while they are young.  I feel that this is my mission field for now, although I realize that God uses different people’s talents in different ways.  This is just where I feel led to be right now.  




What are the two biggest life lessons teaching has taught you? 


I've learned a lot and am still figuring some things out, but the two most impacting aspects have been the following: 

  1. to be kind to everyone as much as possible, and

  2. to love my content matter, the process of teaching, and my students.  


Will your teaching job be replaced by technology? 


NEVER.  Having a real teacher in the same room with the students cannot compare to any other option in my opinion.  Although it can work (hello, Covid!) long-distance learning is an out-distanced second place to in-person learning in my opinion.  


Would you recommend this job? 


Absolutely—if it's a good fit for someone.   He or she should have a love for learning and a love for students. It is hard work preparing lessons, teaching, managing the classroom, and grading papers.  But it's also one of the most rewarding jobs anyone could ever have.   


Not only is teaching rewarding, exciting, and fulfilling, but because teaching involves imparting knowledge, encouraging, and working with humans, I believe it is one of the most worthwhile ways a person could invest his time.  


When I look back on my past work, I don't have a grand structure I built, a large bank account, or a well-managed store or business.  But, I do get to look back on the lives of students whom I have taught and have hopefully had a positive impact upon.  That's gold--way more important than buildings, money, or a well-managed, successful business.  


What natural abilities or interests are needed for this career? 


A teacher needs to have the ability to learn well and study hard.  Mastery of content area is muy importante.  A teacher should also love learning and humans, and be able to diagram sentences or work complex algebra problems on the board while observing that note being passed or those two girls talking in the back.  


What is the wage for this job? 


The average teacher salary in the state of Pennsylvania is $67,000.  I've made anywhere from $12,000 to $37,000 a year, with a Bachelor of Arts degree in Communications, plus two additional years spent in college becoming certified to teach secondary English, and have sixteen years experience in the classroom. That's pretty pathetic pay for Christian schools. But I still believe in what I'm doing, even if I'm not making a lot of money.  (See answer to the ministry opportunity question :-).  


I do desperately wish that things were different, and that teachers were valued monetarily as much as mini barn builders and construction workers.  We are certainly responsible for more important material (little humans!)


 I will add that this is the biggest downside to the job, as well as the most important reason that gifted teachers, especially qualified men, are not more interested in spending their time in the classroom.  That is a shame.  


Are there a lot of job opportunities for teachers?

Absolutely.  Because it's hard work and involves juggling content area, students, parents, administration, paper work, and more, there are not a lot of qualified teachers, nor enough of us willing to take on such an important task.  It's also difficult because one has to prepare lessons beforehand, teach all day, and then grade papers after school.  Most people just do their work and go home.  Teachers have way more to do. But the rewards we reap are greater and have eternal value.  That makes it worth it from my perspective anyway.  


Blessings as you prepare and study to become a teacher, 

  

Mrs. Swanson. 


Saturday, March 9, 2024

An Industrial Revolution Cultural Party



       Our annual cultural dinner was held recently.  This year we were studying the Industrial Revolution, so that was our theme.  We chose a British industrial-era menu (listed below.) The ladies wore aprons, bonnets, and shawls; the gentlemen donned hats and vests.  We had a smokestack with smoke (a pillar with a chicken wire and polyfill cloud), a clothesline, baskets, an old treadle base, crates, and weaving for decorations.  The students' history topic boards were on display as were the younger students' state posters.  And at the end of the evening we played a period-correct game before the students challenged their parents in putting together a fourteen-item party favor bag in a real assembly line.  The adults were more organized and won, and we only had one (fake) injury which required bandaging.  We were having so much fun we took very few photos, but here are the ones we did take.  


Menu
hot tea and coffee
cheese and fruit
homemade oat rolls & butter
cabbage salad
shepherd's pie
chicken pot pie
baked beans with bacon
pear cobbler
chocolate pudding








Thursday, March 7, 2024

Dedication: Making Any Curriculum Work in Your Classroom

 


Dedication: Making Any Curriculum Work in Your Classroom

This article was written for and originally posted on The Dock for Learning.




     Dedicated teachers should be able to make just about any curriculum work well for their students.  It may be challenging, frustrating, and take some extra time, but the rewards are well worth it.  Your students will be able to comprehend the material in a more meaningful way, their grades will improve, and you will feel more effective as a teacher.  


      The first, and probably most common problem, is that the material is too complex and over the students’ heads.  Their earlier years haven’t prepared them for it, or perhaps it’s just a very progressive curriculum.  Sometimes the concepts in the curriculum aren’t that advanced, but the examples in the book are complicated or confusing to students.   Because it is still your job to get them to comprehend the material, you do have a few options in this case. 


  1.  Read the teacher’s guide and see if there are suggested chapters you may omit as the publisher has deemed them “optional.”  I’ve used pre-algebra textbooks that recommend skipping the chapters on base ten numbers, computer programming basics, and beginning calculus concepts. 


  1.  Teach the concepts as clearly as you can, and find alternative ways of presenting them.  I’ve developed and used my own examples and materials in my lessons, found more basic worksheets for recognizing and diagramming verbals,  typed out worksheets, and made study guides or slideshows to help students understand the textbook material in a more palatable way.  


  1.  Repetition and using mnemonic devices do wonders.  


     The second issue is often that the concepts presented in the texts are within the students’ grasps, but the homework assignments are too tedious and repetitive.  In this case, students get bogged down.  The first page or so of the exercises or homework they do well, but then they get brain fatigue and begin to get careless.  If several of your students are spending hours on homework, that is probably the case.  I asked a more experienced teacher a question about this once, and got some great advice:  just have students do the odd numbered problems.  


     A third issue may be that students lack the ability to sift through major concepts, details, and effects.  They aren’t sure exactly what the important facts are, and which are just supporting facts or information.  Often just focusing on main concepts can really help students comprehend the material in a more organized way.  Study guides, outlines, and writing primary concepts on the board will help those students, although they should be encouraged to be able to do this on their own over time as they follow your modeling. 


     The last issue is that sometimes the material is just too easy for the students (or for some of the students), and they tend to not try as hard because an A is almost effortlessly achieved.  In these cases, the material needs to be supplemented, and students need to be challenged.  There are several ways to do this.


  1.  Find the weak spots in the curriculum or textbooks and add to them.  If an English curriculum is strong on grammar content but weak in other areas, assign short daily writing or journaling assignments focusing on a variety of  styles.  If it’s weak in literature, find additional short stories, trade books, or anthologies that could be used to supplement it.  If it’s weak in grammar, find or make worksheets targeting the areas they need to work on.  


  1.  If you finish an entire book and have time left over the last month or so of school, find a unit study and delve into a more specific topic.  This can be done with science experiments, a building or writing project, or anything else that you or your students want to learn more about. Print your own class newspaper, delve into ancient Egyptian culture, plant a garden, or construct different types of kites and see which ones are the most aerodynamic.  


  1. Challenge students to do more.   If students are required to have three variables for a science fair project, challenge them to have five.   

If the textbook requires a four-page written report and forty notecards, challenge them to have five or more pages and fifty notecards.  I once had an eighth grader turn in an eighteen-page research paper after I issued this challenge. 


Teachers have the responsibility to teach their students the chosen material, even in situations where it might not be ideal.  Dedicated teachers will work diligently to find ways to adapt the textbook contents to better fit the needs of their students, whether it be breaking it down into manageable portions, presenting the material in different ways, or challenging students to achieve more.  It can be done, and your students will benefit greatly from your diligent efforts done on their behalf. 


Friday, March 1, 2024

Little House on the Bookshelf

 

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    This fun little winter art project was pretty easy to complete.  The students enjoyed working on them, each one adding their own little flair to their houses.  

     First of all, I made three separate patterns--a tall house, a short house, and a wider short house.  Using the patterns, we drew the lines on cracker and cereal boxes, or thin pliable cardboard I had saved up from curriculum order boxes.  (The roof is part of the pattern as well; it just didn't fit on all of the pieces of cardboard.) Then we cut it out and folded it on the edges.  



     Next, I squirted some liquid glue (I despise glue sticks) into a bowl, added some water, and made a papier mache paste.  Dipping torn pieces of pages from a very old dictionary and piece of sheet music (I do have qualms about this) into the mixture, I then used two fingers as a squeegee to remove most of the liquid.  Then, I wrapped the cardboard with the wet pieces of paper until it was completely covered, wrapping the edges completely around to the back.  I put it in front of the space heater to dry faster.  

  

                                      

      I try to always make one at home first so that I'll know exactly what I'm doing, and about how long each step will take.  At school, we cut out our patterns and cardboard the first day, added papier mache the next day, and then decorated them the third day.  Students added pictures they had cut out from magazines, adding initials, animals, windows, and doors.  One creative young man even made his own chimney from a pattern he had created.  

     Now this lovely winter scene sits on our bookshelf, making our classroom seem a little bit more cozy.