Longfield suggests implementing safety measures through real-life examples. The chemistry lesson was an opportunity for the teacher to teach safety techniques through practice. Thus, the students were able to see the result of a disregard for safety measures (Longfield, 2006). I agree with the author since students tend to be more interested in learning through practical examples. The student-centered and demonstrative teaching approach seems to be beneficial in terms of student satisfaction. The topic makes me think about the way students learn more effectively when having an active role in a project or implementation.
Roy’s suggestion is to implement and maintain high standards for safety measures during STEM-related projects. The example used in the article exemplifies a building project in which high school students assisted children in elementary school. The author suggests being diligent with the tools, activities, and management strategies when maintaining safety. I agree with the author since STEM-related projects can often involve certain tools and substances that may put students in danger. The methodology illustrated by Roy refers to the importance of following instructions and teaching children the safety guidelines regarding STEM projects (Roy, 2013). The topic gives me an understanding of the importance of the presence of specific evidence-based instructions to ensure a safe environment.
Live animals can be an excellent addition to a classroom. However, specific measures have to be applied to maintain safety. It is essential to pick an animal that is allowed for classrooms and apply guidelines in caring for the pet and addressing kids who handle it. I agree with the authors since having an animal in the classroom is a responsibility. The student-centered method is based on the involvement of students in caring for the pet. The paper makes me think about the importance of implementing a schedule for students regarding feeding and caring for classroom animals.
Wolfgang suggests including students during active projects and other classroom activities. Thus, the aim is to teach students to work in different teams and under various circumstances. The suggestion implies management when grading, forming, and delegating tasks to teams (Wolfgang, 2009). I agree with the author since students are more productive when they feel needed in the classroom. This is another student-centered method that tends to be effective. The subject makes me reflect on implementing management in classroom team-building.
Longfield, J. (2006). Safety building: Safety lessons into a third-grade acid–base exploration. NSTA, 26–27.
Roy, K. (2004). Responsible use of live animals in the classroom. NSTA, 10–11.
Roy, K. (2013). Safety: The elementary mission. NSTA, 86–87.
Wolfgang, C. N. (2009). Managing inquiry-based classrooms. NSTA, 14–17.