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Woodworking (rec.woodworking) Discussion forum covering all aspects of working with wood. All levels of expertise are encouraged to particiapte. |
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#1
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Yeeee-Hah!!!
Folks -
Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
#2
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Congratulations.
Prepare -- stick to the lesson plan -- Prepare better next time. Get the lesson right -- then don't vary it. But you already knew that. :-) John Moorhead wrote: Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead -- Will Occasional Techno-geek |
#3
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In article , "John Moorhead" wrote:
Folks - Well, FWIW, the guys in the white hats win, every once in a while! Congrats on your new gig! Sounds fantastic. Keep us updated. -- Regards, Doug Miller (alphageek at milmac dot com) Nobody ever left footprints in the sands of time by sitting on his butt. And who wants to leave buttprints in the sands of time? |
#4
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Good for you John. The students will be lucky to have a teacher that wants
to be there. |
#5
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John Moorhead wrote:
Folks - Well, FWIW, the guys in the white hats win, every once in a while! Super!!! Enjoy the opportunity and most of all, have fun, both you and the kids. Lew |
#6
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Congratulations Some things I learned about teaching. Prepare a detailed lesson plan and know it and by all means, before your first time in front of the class PRACTICE WHAT YOU ARE GOING TO SAY. Make sure that your lesson fits within the time allotted. Remember, you ARE supposed to be the expert. If you're fumbling for the next word and/or rambling from topic to topic, you're students will start to believe that is not the case and you will lose control of the class and they will hate you if you keep them late. Always prepare demonstrations in advance and never demonstrate anything you have not prepared. (This goes back to the fact that you are the expert and things work for you.) Anticipate and be prepared for questions. If you don't know something or can't recall the answer, throw the question back to the class for discussion while you think of a good answer. In the worst case scenario, note how great the question is and say that it is something you will have to look into and make darn sure that you have an answer the next day. (Remember, you are the expert and this is not something you can afford to have happen frequently.) Be organized. Before class begins, write an outline on the board of the topics you will cover that day in the order they will come up. (This helps you stay on track too.) Start the class with a short introduction telling the students what will be covered. Cover the material. Take a few minutes at the end of the class to summarize what was learned. Respect your students. They are all bright kids with different skills, so encourage them. Make the class interesting to them and make it fun. Good luck! |
#7
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John Moorhead wrote:
Folks - Well, FWIW, the guys in the white hats win, every once in a while! You mean the kluckers? Ugh. Oh, ok. Congratulations! Very glad to hear you are getting to do what you want to do; it is a rare treat. PK |
#8
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Congratulations also on teaching what you love.
I agree with all the other comments, and: Kids in occupational classes are probably there because they are "concept impaired." They think with their hands, not their brains. Don't spend too long on lecture--let them get started using their hands. They will learn more from doing than they will from listening. I fear in our emphasis on academic subjects these kids get left out. Lots of things that come naturally to you are news to them. I was surprised how hard reading an architectural scale was for my students. I thought people were born knowing how to do that. If you have to back up to meet them where they are, be ready to do so. Have some "no fail" work early. Most people need confidence builders that they aren't as dumb as they think they are. Always tell them what they are doing right!!! They know damn well what they did wrong, and are pretty amazed they did something right. I tried to make one substantive positive comment for each negative one I had to make. I always try to remember how I was taught, and do the things that I reacted positively to, and not do the things that grated. And, as one older teacher told me, remember that there is always a leader in each classroom. If it isn't you, then it will be one of the students. Take charge and run with it--and have fun. Walt C Who just retired from teaching in a 2 year technical college. "John Moorhead" wrote in message m... Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
#9
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In article ,
"John Moorhead" wrote: Folks - Well, FWIW, the guys in the white hats win, every once in a while! [snipperization] Great news, John! A.M.Wood's reply pretty much says it all. Well put, Mr. Wood. I just wanted to add a couple of things. Make the projects interesting. A soapbox derby ? A trebuchet? Something with a competitive edge. At every turn, push safety till it becomes second nature. Set up a staged scene, blade guard missing, long loose sleeves, no safety glasses etc and do a "What's wrong with this picture" Set up a reward/demerit point system for safety violations. Above all... have them build stuff they want to own. There is also no reason everybody has to make the same thing as long as many of the same methods are part of their projects. Allow them to use their own designs. (If the school allows that sorta 'free' thinking.) Safety and fun. FWIW 0¿0 Rob |
#10
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"John Moorhead" wrote in message The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. Congratulations! Now, go buy a hickory baseball bat, take it straight to the shop planer and ..... oops. sorry. Wrong century! -- www.e-woodshop.net Last update: 11/06/04 |
#12
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BTDT. First college class after 19 years out of HS was drafting which
I aced in HS. Instructor "lectured" and then turned the class over to me as "Teach" with a smile. I'd translate what he was trying to say to the kids in the class. I learned a LOT. On Sat, 19 Feb 2005 17:54:58 GMT, "Walt Cheever" wrote: And, as one older teacher told me, remember that there is always a leader in each classroom. If it isn't you, then it will be one of the students. Take charge and run with it--and have fun. |
#13
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Robatoy wrote:
Make the projects interesting. A soapbox derby ? A trebuchet? Something with a competitive edge. Do NOT make a trebuchet. In some places that'll get you in trouble with the police. The school board and the parents won't be amused either. Sounds like the school teacher who's going to jail for make the explosives to demonstrate "rate of reactions". Fun, but a BAD idea. Dave in Fairfax -- Dave Leader reply-to doesn't work use: daveldr at att dot net American Association of Woodturners http://www.woodturner.org Capital Area Woodturners http://www.capwoodturners.org/ PATINA http://www.Patinatools.org/ |
#14
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One more thought. It sounds like these kids are going to use the classes as a basis for their future careers. With that in mind, get in touch with some of the local employers your students may look to for work after graduation. Find out the kinds of skills and knowledge those employeers are seeking and make sure your students know this stuff. For example, if you're teaching cabinetmaking, and local building codes require that homeowners obtain building permits for kitchen remodels, take some time to discuss the process and some of the requirements. Obviously they won't need to be "experts" on the subject, but they will at least be able to knowingly nod in agreement when the topic comes up and they can ask informed questions. Also, if you can, arrange for these people to come in as guest speakers. It will give your students a chance to hear about different ways of doing things and provide them with a chance to meet and network with people in the business and maybe show off some of their own work. |
#15
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In article ,
Dave in Fairfax wrote: Robatoy wrote: Make the projects interesting. A soapbox derby ? A trebuchet? Something with a competitive edge. Do NOT make a trebuchet. In some places that'll get you in trouble with the police. The school board and the parents won't be amused either. [snip] I see your point. But I was thinking more of small trebuchet...nothing big. Just big enough to launch a Volkwagen the length of a football field.... maybe smaller...like a table-top version hurling an egg. |
#16
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"John Moorhead" wrote in message
m... Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. Congrats on your new position. I've read some of the other replies here, and would like to add something as well, from the POV of someone who went to a *horrible* woodshop class -- the teacher there was only interested in his next paycheck, he would show off some of the machines there (lathe, tablesaw, planer) but half of the term was spent doing sanding blocks, then little square stools, then little lamps. He had no control over the students, and in fact, encouraged any teasing and persecution that adolescents could muster. You, being interested in woodworking, are already a much better person for the job than either of the 'suits' who might have applied to run the woodworking class in case their applications for 'book-smarts' classes didn't turn out. The interviewers probably see your FlannelMan outfit as a point of interest -- you would keep interest in the subject alive. just look out for the students in the back corners -- they're there to get an easy grade (even a D means they get credit towards graduation) and will entertain themselves by goofing off, screwing around with other students' work, and just showing the world what total assholes they can be. SOme teachers might challenge one of them to 'teach' the class, but IMHO if the school district allows it, show them the door ASAP. The rest of the class WILL appreciate it, even if they don't realize it right away. Even the little guy with glasses and fully buttoned shirt could decide to go into architecture from what he leaned about framing, rather then be soured and never think of woodworking as a positive thing. |
#17
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After reading your post, I was all prepared to jump in with advice, then I
read the rest of the responses and, WOW, I have to say this is the best group of responses I have seen to a post in a while. Great advice from the group. Now, I have never taught WW but I have taught 10 years of adult education in Photography, communications electronics and computer systems so I'll add my $.02. Prepare, practice, validate your ideas and then do it again. Someone posted about keeping it interesting, that is extremely important and remember to teach to the median of the group. As much as you would love to teach to intricate stuff, you have to keep the slower students interested. Someone else posted about bring real life experience to the class, like building permits, Another great idea. Have fun, the nerves will calm down a few minutes into class if you are prepared and confident. "John Moorhead" wrote in message m... Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
#18
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Congrats.
To the others' list of excellent advice I can only add: - The first mistake that new teachers always make is to tell the class that "this is the first class I've ever taught." Doing so advertises your own natural anxiety at being up there at all, cedes authority and control to the students, and is just asking for trouble. To the students you should just be "the new shop teacher" -- which is something they already know -- so you don't even have to mention it. Just do your thing. When they see that you know what you're doing and that you love doing it, they'll be with you. - The second mistake that new teachers make is that they have abolutely forgotten what it was like to have to learn the subject in the first place. You now work reflexively, without thinking. The kids are going to fumble about. No concept is too trivial, no demonstration too slow. - The third mistake is that by "planning a lesson in advance" an instructor concerns himself mostly with the subject matter and the manner of its delivery. While important, that's not enough. The projects or assignments that you give should have been completed by you first, at home, as part of your lesson plan development. This is a corollary to mistake #2 above, I think. As for positive suggestions, see what you can do to integrate some of the mathematics they're studying into your class. Trigonometry would be a natural fit. And most of all, enjoy this. Teaching is absolutely, positively rewarding. J. |
#19
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Bruce Barnett wrote:
Hmm. Would a mini-trebuchet also be a problem? It might, if one assumes the worst in people. I don't think that you have to assume the worst in people, just a litigious society and a terrified school board. In other words, standard operating conditions. Dave in Fairfax -- Dave Leader reply-to doesn't work use: daveldr at att dot net American Association of Woodturners http://www.woodturner.org Capital Area Woodturners http://www.capwoodturners.org/ PATINA http://www.Patinatools.org/ |
#20
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"Walt Cheever" wrote in news:S3LRd.11355
$kS6.5703@attbi_s52: Congratulations also on teaching what you love. I agree with all the other comments, and: Kids in occupational classes are probably there because they are "concept impaired." They think with their hands, not their brains. I think you're painting with a pretty broad brush here. I know at least three people who I took woodshop with who have Ph.D.s and are college faculty (including me). We took took woodshop because we wanted to build stuff...even in junior high we turned bowls, made inlaid chessboards, and other cool stuff in addition to the requisite carved salad spoons and birdfeeders. I also took metal shop and a course on electricity that I learned a lot from. Several of my friends-- all of whom went to college --took mechanical drawing, including one guy who went to BU and is now an engineer. I think the OP has gotten the most important info of all from those who are urging him to keep things interesting for the kids. I haven't ever taught junior high, but I know this lesson applies to my college students just as much. -Kiwanda |
#21
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Congrats!!
You are DAMN LUCKY! I avoided going into teaching because of the lack of such opportunities. In my area, they are phasing industrial arts out of schools. It started before I graduated HS 10 years ago. I guess it's easier to stick kids in front of computers instead of teaching them how to make a living. |
#22
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"Kiwanda" wrote in message . .. "Walt Cheever" wrote in news:S3LRd.11355 $kS6.5703@attbi_s52: Congratulations also on teaching what you love. I agree with all the other comments, and: Kids in occupational classes are probably there because they are "concept impaired." They think with their hands, not their brains. I think you're painting with a pretty broad brush here. I know at least three people who I took woodshop with who have Ph.D.s and are college faculty (including me). We took took woodshop because we wanted to build stuff...even in junior high we turned bowls, made inlaid chessboards, and other cool stuff in addition to the requisite carved salad spoons and birdfeeders. I also took metal shop and a course on electricity that I learned a lot from. Several of my friends-- all of whom went to college --took mechanical drawing, including one guy who went to BU and is now an engineer. Not wanting to start a flame war here, but I think the "broad brush" may be right on. Most of the public schools here concentrate on the academic & intellectual teaching, but we also have the Board Of Cooperative Educational Services, which are primarily occupational schools(Beautician, auto/truck mechanics, etc.). A large percentage of the students who go to "Bo-seas" are in that conceptually or educationally challenged people who by default need to learn a "trade" to get on with life. Times have changed from when I attended school. Most of the guys took wood and metal shop, as well as mechanical drawing. These were the normal optional courses not "required" for graduation, but taken to add to the required courses. Today many of our schools no longer offer these(as has been discussed here on the wRECk more than once), and if they are offered, it is just as the OP said, through the "Regional Occupation Program". It is a shame these have been relegated to the "gray area" for students who are challenged in other areas. 'Nuff said, I'll get down off my soap box now. -- Nahmie Those on the cutting edge bleed a lot. |
#23
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A.M. Wood wrote:
Congratulations Some things I learned about teaching. Prepare a detailed lesson plan and know it and by all means, before your first time in front of the class PRACTICE WHAT YOU ARE GOING TO SAY. Make sure that your lesson fits within the time allotted. Remember, you ARE supposed to be the expert. If you're fumbling for the next word and/or rambling from topic to topic, you're students will start to believe that is not the case and you will lose control of the class and they will hate you if you keep them late. Always prepare demonstrations in advance and never demonstrate anything you have not prepared. (This goes back to the fact that you are the expert and things work for you.) Anticipate and be prepared for questions. If you don't know something or can't recall the answer, throw the question back to the class for discussion while you think of a good answer. In the worst case scenario, note how great the question is and say that it is something you will have to look into and make darn sure that you have an answer the next day. (Remember, you are the expert and this is not something you can afford to have happen frequently.) Be organized. Before class begins, write an outline on the board of the topics you will cover that day in the order they will come up. (This helps you stay on track too.) Start the class with a short introduction telling the students what will be covered. Cover the material. Take a few minutes at the end of the class to summarize what was learned. Respect your students. They are all bright kids with different skills, so encourage them. Make the class interesting to them and make it fun. Good luck! Everything said already above and remember some of these kids won't use tools like this again for 5-10 years but they will remember what you taught them about safety and what you showed them about safety, too. That will help them keep their fingers and they'll (eventually) thank you for it! Josie |
#24
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Norman D. Crow wrote:
"Kiwanda" wrote in message . .. "Walt Cheever" wrote in news:S3LRd.11355 $kS6.5703@attbi_s52: Congratulations also on teaching what you love. I agree with all the other comments, and: Kids in occupational classes are probably there because they are "concept impaired." They think with their hands, not their brains. I think you're painting with a pretty broad brush here. I know at least three people who I took woodshop with who have Ph.D.s and are college faculty (including me). We took took woodshop because we wanted to build stuff...even in junior high we turned bowls, made inlaid chessboards, and other cool stuff in addition to the requisite carved salad spoons and birdfeeders. I also took metal shop and a course on electricity that I learned a lot from. Several of my friends-- all of whom went to college --took mechanical drawing, including one guy who went to BU and is now an engineer. Not wanting to start a flame war here, but I think the "broad brush" may be right on. Most of the public schools here concentrate on the academic & intellectual teaching, but we also have the Board Of Cooperative Educational Services, which are primarily occupational schools(Beautician, auto/truck mechanics, etc.). A large percentage of the students who go to "Bo-seas" are in that conceptually or educationally challenged people who by default need to learn a "trade" to get on with life. Times have changed from when I attended school. Most of the guys took wood and metal shop, as well as mechanical drawing. These were the normal optional courses not "required" for graduation, but taken to add to the required courses. Today many of our schools no longer offer these(as has been discussed here on the wRECk more than once), and if they are offered, it is just as the OP said, through the "Regional Occupation Program". It is a shame these have been relegated to the "gray area" for students who are challenged in other areas. 'Nuff said, I'll get down off my soap box now. -- Nahmie Those on the cutting edge bleed a lot. Maybe to everything you said, but college bound students here are still offered the chance to take woodworking courses and some kids get themselves into summer school to take "required classes" so they will have a chance to take the "optional" woodworking classes only offered during the regular school year. I have a couple of trucks and blinking wooden boxes* to prove it. The* blinking wooded boxes had an electrical component to it. I never figured out why the box was supposed to blink but the teenager who gave me this gift was thrilled to bits because it did. Josie |
#25
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Hi John,
You've got a lot of responses here and a lot of them say a lot of good things. I taught 7th through 9th grade for 30 years before retiring (not shop, but math & science). FWIW: 1. Be *VERY* prepared every day - for twice as much material as you think that you would need. **1a. Be *VERY* prepared every day - for twice as much material as you think that you would need. **Intentionally printed twice!!!! 2. Respect the kids - watch your "tone" and be *VERY* evenhanded. You will not teach anyone anything until you have respect & discipline. 3. Respect yourself - don't accept any behavior which you consider "abnormal" as normal just because you have not taught before or think that you are too "OLD". Kids will love that flannel shirt if they learn to respect what it stands for. (I know - it's a preposition.) 4. Use common sense - if you do not have a disciplined class, no teaching will take place. You will only be a "good guy" for a few days, then teaching will become impossible and you will be very discouraged. Trying to be "liked" is a *BIG* mistake. Instead, try to earn respect - keep trying, because you never finish. 5. You will have problems with parents. Keep cool & be professional. Have your grades very organized and your method of grading spelled out precisely - have parents read it at "open house" and explain why you do it. If it does not make sense, change it. Don't be afraid to admit you are wrong - especially as a new teacher. This will get you through your first few months. As you go along, you will learn from your colleagues. Teaching is about change, so get used to it & try to embrace it. Eventually, you will actually be able to show your love of the subject you teach. Just remember that at first, this is the least important thing you need show. The kids need to get to know you first. Best of luck to you! Lou (Enjoying retirement in my shop!) In article , John Moorhead wrote: Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
#26
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Dave in Fairfax wrote:
Robatoy wrote: Make the projects interesting. A soapbox derby ? A trebuchet? Something with a competitive edge. Do NOT make a trebuchet. In some places that'll get you in trouble with the police. The school board and the parents won't be amused either. Sounds like the school teacher who's going to jail for make the explosives to demonstrate "rate of reactions". Fun, but a BAD idea. Dave in Fairfax You have _no_ idea how torqued the cops get when you use your trebuchet to loft a watermelon over a building and onto the hood of a passing police car. DAMHIKT. --RC |
#27
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Rick Cook wrote:
You have _no_ idea how torqued the cops get when you use your trebuchet to loft a watermelon over a building and onto the hood of a passing police car. DAMHIKT. They don't much care for apples with glass imbedded in them either. -- Jack Novak Buffalo, NY - USA (Remove "SPAM" from email address to reply) |
#28
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In article , John
Moorhead wrote: Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. Many congratulations, John! It's been a long while since I did the interview/wait for the call gig, but I do remember how goood that "when can you start" call feels! djb -- "The thing about saying the wrong words is that A, I don't notice it, and B, sometimes orange water gibbon bucket and plastic." -- Mr. Burrows |
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In article et,
Rick Cook wrote: Dave in Fairfax wrote: Robatoy wrote: Make the projects interesting. A soapbox derby ? A trebuchet? Something with a competitive edge. Do NOT make a trebuchet. In some places that'll get you in trouble with the police. The school board and the parents won't be amused either. Sounds like the school teacher who's going to jail for make the explosives to demonstrate "rate of reactions". Fun, but a BAD idea. Dave in Fairfax You have _no_ idea how torqued the cops get when you use your trebuchet to loft a watermelon over a building and onto the hood of a passing police car. DAMHIKT. You wouldn't think high-school *KITE*FLYING* contest would get the cops upset, either, would you? Well, except for the fact that some of the kids were building *BIG* kites. e.g. an 8 _foot_ tall 'tetrahedron' kite. They found out that that kite had more lift than they expected. They'd been flying for half an hour, or so -- kite was out at the end of several _hundred_ yards of heavy-duty kite string, Then the wind picked up a bit. *and* a gust came by. This turned out to be more than that poor kite-string could bear. And it *broke*. Somewhere up close to the kite itself. Down comes like a -third_of_a_mile_ of string. Over trees, houses, streets, power lines, and anything else underneath it's path. The -kite- on the other hand, is drifting away, down-wind, _and_ slowly falling out of the sky. Does a bullseye right in the _middle_ of the intersection of two *busy* streets, almost 2 miles away from the school. By some miracle, it didn't hit any cars -- there were a couple of _very_ close calls however, when the driver flinched as this thing 'materialized' beside and/or in front of their car. OH boy, does traffic get snarled! There's only about 1 lane open "around" the obstruction; not to mention the "gapers block" with everybody going through the scene at about 2 MPH, as thy speculate on "what in the h*ll" this contraption is. "Of course", the police get notified. but when the 1st officer shows up at the scene, _he_ hasn't got the faintest idea what this thing is, _either_, nor what to do about it. Is it 'safe' to move it, or not? *who*knows*?!! Disclaimer: this was *NOT* _my_ kite, although, I was, in a way, partly to blame, having been one of the instigators of the 'bigger kites', one-upmanship; _and_ introduced the first 'unconventional' designs into the contest. That year, I was flying a 'winged corvette kite' (aka a "French war kite") -- a 6 foot tall one, with *bolted*together* 2x2s as the structural members, and flown on 400lb(!!) test braided nylon cord. That kite wasn't big enough to be considered as 'man carrying'. Quite. grin |
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"loutent" wrote in message 4. Use common sense - if you do not have a disciplined class, no teaching will take place. You will only be a "good guy" for a few days, then teaching will become impossible and you will be very discouraged. Trying to be "liked" is a *BIG* mistake. Instead, try to earn respect - keep trying, because you never finish. You listed this a number four, but it should be number ONE. Thinking back to the teacher that taught me the most and I liked the best, it was the tougher, fair, and demanding discipline ones. They started out by letting us know "I'm here to teach, you are her to learn, and if we do our jobs we will get along just fine". Of course, this we long before the days of having an ACLU lawyer in every classroom. There will always be one student that will test your limits. How you handle him will set the tone for the rest of the year. Be form, be fair. Good luck John, it will be tough but can be very rewarding. -- Ed http://pages.cthome.net/edhome/ |
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All the below is sage advise. I'll only add, challenge them. Get them all
involved. When I was teaching at a local JC, I once moved all of the students from the back rows to the front. They did not care for this but the students now seated in the front rows involved themselves more. Fro the rest of the semester, they never really knew where they would be sitting! Dave "A.M. Wood" wrote in message ups.com... Congratulations Some things I learned about teaching. Prepare a detailed lesson plan and know it and by all means, before your first time in front of the class PRACTICE WHAT YOU ARE GOING TO SAY. Make sure that your lesson fits within the time allotted. Remember, you ARE supposed to be the expert. If you're fumbling for the next word and/or rambling from topic to topic, you're students will start to believe that is not the case and you will lose control of the class and they will hate you if you keep them late. Always prepare demonstrations in advance and never demonstrate anything you have not prepared. (This goes back to the fact that you are the expert and things work for you.) Anticipate and be prepared for questions. If you don't know something or can't recall the answer, throw the question back to the class for discussion while you think of a good answer. In the worst case scenario, note how great the question is and say that it is something you will have to look into and make darn sure that you have an answer the next day. (Remember, you are the expert and this is not something you can afford to have happen frequently.) Be organized. Before class begins, write an outline on the board of the topics you will cover that day in the order they will come up. (This helps you stay on track too.) Start the class with a short introduction telling the students what will be covered. Cover the material. Take a few minutes at the end of the class to summarize what was learned. Respect your students. They are all bright kids with different skills, so encourage them. Make the class interesting to them and make it fun. Good luck! Posted Via Usenet.com Premium Usenet Newsgroup Services ---------------------------------------------------------- ** SPEED ** RETENTION ** COMPLETION ** ANONYMITY ** ---------------------------------------------------------- http://www.usenet.com |
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John Moorhead wrote:
small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Reminds me of the last time I went to traffic court. "You're a TRUCK DRIVER?" I guess he thought I was a lawyer, and I guess I look better in a suit than you do, but I'm still far more likely to be spotted clad in flannel. (You know, actually, that *wasn't* the last time I was in traffic court. It was just the only time I got the ticket expunged. The other two times, they reduced the fine. After that initial experience, I figured out that I was the only one in the world who went to traffic court in a suit. Maybe I should have stuck with the suit, neh?) I drafted would help. I go over for assimilation on Tuesday, and will find out more. You're going to be teaching at the BORG? If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. Oh, and congratulations! -- Michael McIntyre ---- Silvan Linux fanatic, and certified Geek; registered Linux user #243621 http://www.geocities.com/Paris/Rue/5407/ http://rosegarden.sourceforge.net/tutorial/ |
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Everybody who shows up and makes sawdust gets and A or a B
A "B" is the same as an ""A" except they cut themselfs and had to go to the nurse sometime during the year. The lower grade reflects the paperwork you had to do to explain the accident. Any way thats how it was 25 years ago in my woodshop class. "John Moorhead" wrote: Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
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Congrats John,
I teach medical equipment repair for the military, the only advise I will impart (since everything else was already covered) is this: the three most important topics you will be teaching in this (any) "industrial" environment are safety, safety and safety. The woodshop teacher at my HS (21 years ago) lost a finger to the band saw - TWICE. He got more concerned with looking at the class while lecturing on how to properly push a piece of wood thru the saw, instead of paying attention to what he was doing. Just be careful not to scare them away from the equipment, just a healthy respect will do. Have fun with it. It is classes like these that will restore your faith in the younger generations. PS: I like the idea (mentioned earlier) about incorporating some of the math lessons into your class. Just be sure to use it the same way the math teacher does, and that your students have actually been taught the math you will be using (or it could wind up as an exercise in frustration for them). But, it will show how math is used in the "real" world. Congrats again. John C "John Moorhead" wrote in message m... Folks - Well, FWIW, the guys in the white hats win, every once in a while! I had applied for a part time teaching post as the Regional Occupation Program Woodworking Instructor about 3 weeks ago.... I got an interview, and frankly didn't think I did as well as I had hoped - Christ - I hadn't been on a "Job Interview" since Nixon was NOT in Cambodia. I've never taught before, but it's something that I have wanted to do, part of my "game plan" Anyway, I interviewed in the requisite "Tool-Time" flannel, and walked into an "Interview By Commitee" Yeesh! A couple of the other applicants were also in que, and from what I was able to discern, they had more experience (read: teaching credential) and were wearing suits. Well, I'm from a small down, and did give it some thought, but I didn't really want to wear a suit - when I do, people somehow just assume that I am "the defendant". Go figure. Long story short, I got the call yesterday at 5pm - They offered me the post at half-time, with flex hours. That's EXACTLY what I need right now. The existing postion is only for teaching through the end of the academic year, and that may change, but it's a start. I was kind of hoping that working Mark Twain into a sample lesson plan that I drafted would help. I go over for assimilation on Tuesday, and will find out more. The gig is teaching woodworking to Jr and Sr. HS students that want to go into the building trades. The program has been on hiatus, and I'll find out more about the structure next week. If there are ANY other WW instructors out there, I would sure appreciate a ping, if you're up for some dialog from a "newbie" instructor. More to come! John Moorhead |
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