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Rank: Newbie
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Joined: 11/9/2011
Posts: 0
Location: Kansas, the land of Ahhhhs!
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With the close of this semester, I find myself reflecting on the previous, now 3, semesters and find myself lost. Here is my problem:
I teach 5 preps, with 2 being duplicates (intro to Industrial Tech and Cabinetry 1) I'm half way into my second year teaching and feel like I'm just baby setting.
I know how to use all the tools, layout, brd ft. calculation, wood science ect., but I essentially do not have a good grasp on what is needed. How bad does that sound? I am one of those people that need structure, but I lack to provide it for my students and essentially for myself.
My main area of concern for this second semester is cabinetry and intro.
Cabinetry students should know all the basic joints, how to make them and where to best use them-Does this sound like what needs to be in place?
With the intro kids, I have to split 18 weeks between the wood lab and welding lab. In the last 3 semesters we have averaged 13-15 weeks in the wood lab and 3-5 weeks in the welding lab. I personally feel that 18 weeks is too short to accomplish what I feel are the essentials for freshmen to know in two very involved areas of craftsmenship, am I wrong???
Cany of you more experienced shop teachers shed some light on my problem???
I love teaching on most days, but today is just not one of them :(
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Rank: Newbie
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Joined: 4/2/2008
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Location: Wisconsin
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With the intro class I agree that 18 weeks isn't long enough to cover both woods and welding well. So I wouldn't. I would pick a woods project (fairly simple project, like a step stool) and teach that project for 9 weeks. Pick and choose what things you need to teach for that project so it fits in 9 weeks. Then do the same for the welding part of class. If you have other classes in the department (drafting, photo...)you could include a short project for those as well.
Then I would have "woods 1" and "metals 1" basically start over and do it right.
Another idea - When I was student teaching I taught a class I think called manufacturing processes. The start of the semester was a couple of weeks in the classroom teaching different manufacturing processes and safety and stuff (all from a book) then we spend the rest of the semester in the lab. About once a week I would introduce a new project and explain all of the steps, it was also illustrated well in a worksheet for the kids. They could spend lab time working on any of the projects we covered. we had a couple of wood things, a couple of metals things, and a plastics thing, and something else I cant remember. some kids worked hard and did exactly what I did right after I did it, others bounced around from project to project every day but almost all got them all done. there was a grading sheet with questions relating to the book work at the begining of class for every project.
Something similar might work for you.
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Rank: Newbie
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Joined: 3/16/2006
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Location: Madison,VA
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WB...
Go here
This is what VA deems necessary...
If you click the links to the left you will find other lesson plan resources...
All the best,
Joe Novack
www.woodshopteachers.org
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Rank: Newbie
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Joined: 4/14/2008
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Location: Columbus, Ohio
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I have a class titled Industrial Tech Survey it is a semester course that covers basic wood lab, drafting and CAD and also a creative problem solving segment.
We start in Drafting and learn basic table stuff then move to CAD, We integrate in a project currently a small table that the kids draft and the we switch to the wood lab and cover safety to build the table they drafting in the drafting portion. For the kids that are quicker they can use mini lathes until we get everyone done. Then we do a small group problem solving exercise.
I am not looking at the entry level to make experts just give them all an idea of what is available to them.
My following Wood manufacturing courses are year long and drafting/engineering programs are both half and year.
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Rank: Newbie
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Joined: 1/16/2008
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Location: Georgetown/OH
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It looks like your program flow is focused on Woods, so drop the welding to a survey and just cover the absolute basics and safety. I would introduce welding at the end of the first quarter and give one assignment that is due at the end of the next quarter so that they can work on it in their down time. That will free up more time for the woods instruction.
Everyone does it a little differently, but I have had best results in my intro class by assigning small, one week projects that use a specific tool and or process. One example is using a picture frame to teach rabetting and miters. I also use a very simple one class plywood sign to teach router use for both edges and engraving.
I can also say that I now think sketchup is an essential in cabinetry because it can cut down on mistakes and can even help get the most out of a piece of plywood. I spent two hours on Sketchup this weekend designing a set of cabinets and had them cased in an hour because the measurements were all perfectly laid out for me.
SO---what is necessary, in my opinion
1. Safety -general shop and basic tool function.
2. table saw, in and out and sideways.
3. joinery other than slap and nail, but extremes really can wait until their next class, I teach doevtails and box joints in basics.
4. design....too many people can't design the project they need to build and if you can't design it you really don't understand how it should go together.
Hope this is of some help.
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Rank: Newbie
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Joined: 10/8/2011
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Location: Fremont, MI
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I can appreciate that you want to pass on everything you know to your students but you just don't have the time. To preserve your sanity you need to focus down on what's do-able. Say this to yourself at least 10 times: "Anything I teach them is more than they know."
The list Creighta gave you is good advice. I would add the router to the "inside and out" list. I also agree with him re Sketchup (something I knew nothing about until I joined this forum.) It is becoming an important part of my retirement fun.
But I can't agree about reducing welding to a survey. Wood sap runs in your and my veins but some kids run on acetylene. They deserve equal opportunity. Frankly, I sucked at welding but I managed to teach the basic safety and operation of stick, MIG and O/A welding in my General Class. Scale down to what's doable in nine weeks and practice your skillset until you can fool the kids into thinking you actually like welding. I chose projects with the expectation that if a toad like me could weld it any student could easily succeed at it.
The end result of anything you do should be that your students love what they do and pursue it further. Think like a T-Ball coach: All you want them to be able to do is hit, throw and catch and, most of all, love the sport. Then when you go watch them play varsity ball you know you've succeeded. You're the guy who's blessed (cursed) with teaching baby steps - you most definitly ain't baby sitting.
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Rank: Newbie
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Joined: 11/9/2011
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Location: Kansas, the land of Ahhhhs!
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oldshopteacher wrote:I can appreciate that you want to pass on everything you know to your students but you just don't have the time. To preserve your sanity you need to focus down on what's do-able. Say this to yourself at least 10 times: "Anything I teach them is more than they know."
The list Creighta gave you is good advice. I would add the router to the "inside and out" list. I also agree with him re Sketchup (something I knew nothing about until I joined this forum.) It is becoming an important part of my retirement fun.
But I can't agree about reducing welding to a survey. Wood sap runs in your and my veins but some kids run on acetylene. They deserve equal opportunity. Frankly, I sucked at welding but I managed to teach the basic safety and operation of stick, MIG and O/A welding in my General Class. Scale down to what's doable in nine weeks and practice your skillset until you can fool the kids into thinking you actually like welding. I chose projects with the expectation that if a toad like me could weld it any student could easily succeed at it.
The end result of anything you do should be that your students love what they do and pursue it further. Think like a T-Ball coach: All you want them to be able to do is hit, throw and catch and, most of all, love the sport. Then when you go watch them play varsity ball you know you've succeeded. You're the guy who's blessed (cursed) with teaching baby steps - you most definitly ain't baby sitting.
All good advice, but I actually do not have sap in my veins more like 30w valvoline! I actully have a 5G welding certificate and love welding. I use to hate woodworking, but after I have built a few projects (mostly honey-do's) I am starting to like it more and more.
Another question:
Does anybody teach a cabintry class, if so what is your yearly plan like? I have taught basic joints and assigned projects, but feel like I'm missing what they really need. What do you do and what really works for you?
Thank you all for your insight and willingness with a "green" teacher and I don't mean recycling!
Wood_Butcher
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Rank: Newbie
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Joined: 4/2/2008
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Location: Wisconsin
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we have a cabinet making class in my school, I don't teach it. The class covers joinery and alot on styles, then they do a unit on designing good furniture before designing their own projects. They also do all the safety and machine use stuff again (some take the class as seinors and havent been in the wood shop since freshman year). they spend most of the first quarter in the classroom befor spending second quarter in the shop working on their projects.
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Rank: Newbie
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Joined: 5/14/2008
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Location: Pocatello Idaho
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Good projects, high expectations help set the tone for many classes.
I tend to move thru curriculum quickly. I dont wait for those that are messing around.
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