Shop Class Lives. Even Remotely.

“How in the heck do you teach shop remotely?,” a school board member asked me.

“I’m still figuring that out,” I replied.

And in all honesty, even if the question was “How in the heck do you teach shop?”

My answer would have stayed the same.

All teachers are at odds with this overnight transition of an already difficult job.

A few shop teachers from all over the nation have been collaborating more than ever, and below are some ideas as a result of that collaboration.

Now, if you’re here as a fellow educator looking for answers, this won’t have the answer you need. Only you have the answer you need. How do you find the answer you need? My uncle once told me, “You know, it’s about the things that make you go, ‘hmmmm.’”

And, if you’re a parent or a member of the community remember to come out of this supporting shop programs stronger than ever.

Because shop teachers facing this creative challenge, collaborating heavily, and Thomas-the-tank-engining it up this hill, will be coming back stronger than ever. They’re going to improve their already awesome programs with finely honed filming, collaborating, and digital skills.

So here are a few things to make you go “hmmm….”

Matt Blomquist, a man with an interior design, construction, and prison teaching background, has strategically recruited a professional architect to run his shop classes via Google Meet meetings.

A very well known architect, Steve Baczek, has been in direct contact with Matt’s students via Google Meet, and has not only provided awesome feedback to assist the learning of students, but also awesome feedback to assist Matt’s learning.

Matt even put himself in the hot seat and allowed Steve to criticize his work, live, in front of students.

Modeling that type of constructive criticism for students takes guts and a respectable amount of humility. Not to mention, how awesome it would be to see that type of feedback from a student’s perspective.

Take away: Reach out.

Tim Zavacki has gotten some results by simplifying and designing activities meant for children.

He’s given students options such as: make a childrens’ coloring book by drawing woodworking related tools; write a woodworking related children’s book; make an ABC book of woodworking; design a board game around woodworking topics; and more.

Take Away: K.I.S.S.: Keep it stupid simple.

Dave, from Westholmes_Bt, has been making about 6–8 phone calls a day to his students, many of whom are actively participating in the workforce, and doing his best not to overwhelm them with extra work on top of their core classes and everything else.

To help students build their personal network, Dave is having them write thank you letters to different professionals in the trades. What an uplifting activity to do during these dark-ish times.

Take Away: Can’t teach construction on site? Teach gratitude.

Justin Dietrich has been using this time to produce long form video content that he has been wanting to produce for a while, and outputting that content to his students. Although he is getting low engagement, as we all are, he will be able to recycle this content for better efficiency next year.

An example is making his own Table Saw safety video that kids can access when needing the instruction, or possibly the re-instruction, once the RailSplitter WoodShop is back in business.

Take Away: Efficiency when we return will be key. Don’t be afraid to use this time to focus on content that will make your classes more efficient when we return.

Becca, who works with pre-K through 8th grade, has been making some awesome videos on projects that can be done with a string and materials you can find in the woods. Becca has been having students share their work on an online platform called Padlet.

Her Padlet shows a glimpse of 1st graders, and more, showing off home made pump drills, and another kid checking the square of a picture frame with a cardboard square he made.

When showing students how to do these projects, Becca demonstrates that the work doesn’t have to be perfect by allowing a level of sloppiness in the work she models. She’s had success keeping the bar low to motivate, rather than intimidate.

Take away: Do what you can, with what you have, where you are.

​Jake has been interviewing a number of “public figures” from the maker community, including Jimmy Diresta as a way to expose students to the opportunities the trades has to offer.

Jake is also working on a concept that will support students to be better informed consumers. He is working on content that helps to analyze drills vs. impacts, and to help students understand how power tools work. Jake has been checking in with students weekly, via a Zoom meeting. Some students have to stay after, as Jake realizes they may need some extra support and encouragement.

Take Away: Know the drill. Have an impact.

Now, on a personal note: I wish I could say I have put all of these takeaways and inspiration straight into action.

I have been flopping like a fish out of water. And, don’t let the clever wording and highlight reel fool you… a lot of us are. But, like many shop class students, we’re learning and growing and we aren’t afraid to do so.

And, if you happen to be a student reading this, be sure to do a little show-and-tell with your shop teacher, even if it’s just a sketch, because you can bet they are missing you.

Shop class lives. Wait and see.