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
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!
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.
In article <[email protected]>,
Rick Cook <[email protected]> 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>
Sat, Feb 19, 2005, 4:24pm (EST+5) [email protected]
(John=A0Moorhead) spookiely says:
<snip> I go over for assimilation on Tuesday, <snip>
Gods above, you make it sound like the Borg is taking people by
appointment now.
JOAT
Intellectual brilliance is no guarantee against being dead wrong.
- David Fasold
In article <[email protected]>, John
Moorhead <[email protected]> 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
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 <[email protected]>, John
Moorhead <[email protected]> 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
>
>
>
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
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.
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/
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/
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)
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" <[email protected]> wrote in message
news:[email protected]...
>
> 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
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" <[email protected]> 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
>
>
>
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.
"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
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" <[email protected]> wrote in message
news:[email protected]...
> 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
>
>
>
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
"loutent" <[email protected]> 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/
"Walt Cheever" <[email protected]> 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
On Sun, 20 Feb 2005 04:08:49 -0000, the inscrutable
[email protected] (Robert Bonomi) spake:
--megasnip--
>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>
But it was big enough to take out a pedestrian, huh? Next thing ya
know, ol' Shrubby will be outlawing kite flying in the name of (you
guessed it) National Security. <sigh>
--
***********************************************************
"Boy, I feel safer now that Martha Stewart is behind bars!
O.J. is walking around free, Osama Bin Laden too, but they
take the one woman in America willing to cook and clean
and work in the yard and haul her ass to jail."
--Tim Allen
***********************************************************
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" <[email protected]> wrote in message
news:[email protected]...
> 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
>
>
>
"John Moorhead" <[email protected]> writes:
> Long story short, I got the call yesterday at 5pm - They offered me the post
> at half-time, with flex hours.
Congrats! And high five. (And keep it that way.)
--
Sending unsolicited commercial e-mail to this account incurs a fee of
$500 per message, and acknowledges the legality of this contract.
"A.M. Wood" <[email protected]> writes:
> 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.
FWIW - Here's a lesson plan with no plan. But it teaches something of value.
I had an interesting time with Cub Scouts. I had them make a simple
box to carry tools. (No power tools). They had to cut five pieces of
wood for the sides, ends and bottom, and drill a hole in the ends for
a dowel. (I used a drill press to cut the holes for them, once they
marked the position).
I gave them a general idea of what they had to do, and let them try on
their own.
We tend to forget how much we know, and how little beginers know.
I'm not a teacher, but I think they learned many lessons that day.
Like measuring, drawing a straight line, using a hand saw. Remembering
to keep track of the width of the wood, clamping wood, the importance
of square ends, the importance of consistent lengths, finding the
center of a board, etc.
Once they do this, they really appreciate things like a bench hook,
square, etc.
--
Sending unsolicited commercial e-mail to this account incurs a fee of
$500 per message, and acknowledges the legality of this contract.
Dave in Fairfax <[email protected]> writes:
> Do NOT make a trebuchet.
Hmm. Would a mini-trebuchet also be a problem?
It might, if one assumes the worst in people.
--
Sending unsolicited commercial e-mail to this account incurs a fee of
$500 per message, and acknowledges the legality of this contract.
"Kiwanda" <[email protected]> wrote in message
news:[email protected]...
> "Walt Cheever" <[email protected]> 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.
In article <[email protected]>,
"John Moorhead" <[email protected]> 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
In article <[email protected]>,
Dave in Fairfax <[email protected]> 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.
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 <[email protected]>
Linux fanatic, and certified Geek; registered Linux user #243621
http://www.geocities.com/Paris/Rue/5407/
http://rosegarden.sourceforge.net/tutorial/
Norman D. Crow wrote:
>> "Kiwanda" <[email protected]> wrote in message
>> news:[email protected]...
>>> "Walt Cheever" <[email protected]> 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
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
In article <[email protected]>, "John Moorhead" <[email protected]> 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?
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" <[email protected]> wrote in message
news:[email protected]...
> 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
>
>
>
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" <[email protected]>
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.
"John Moorhead" <[email protected]> wrote in message
news:[email protected]...
> 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.