The other day one of my friends said she wanted to hear more about what I’m doing with my kids in class, like when I did the Salem Witch Trials on Halloween. Often my day-to-day is kind of dull – Epic Rap Battles of History YouTube videos, making posters and worksheets. But yesterday we did something super hilarious and I thought you guys might find it amusing.

We rotate planning units and this turn was mine – Industrial Revolution. Cotton Gin, Telegraph, Combine, Factory System, Assembly Lines, Railroads, etc. I decided I wanted to do something hands on, because a fact-based unit can get dull in a hurry. I thought it would be really cool to do an assembly line simulation of some sort to teach them about the factory system, mass production and tough working conditions as an opening activity right at the beginning.

via Washington Post

Most of the lesson plans and ideas about an assembly line simulation were for elementary school classes – only one round of 25-30 students. Sure, I could have them assemble a paper car or cut and glue together a 3D cube. But with 200 students making 8-10(+) of whatever we choose? I didn’t want it to be a meaningless waste of paper. I asked around and my English teacher friend told me she never has enough booklets that our kids use for vocab and parts of speech – or really anything we want. Done! Multiple steps? Check. Easy to assemble? Check. Useful for future projects/learning? Check.

I borrowed a few extra staplers, grabbed 6 reams of paper and a box of scissors and drew some steps on the board. Each period I divided the class roughly in half. The first half of the class were “Pre-Industrial Revolution.” They were to make as many booklets as possible on their own – they had to individually select, fold, staple and cut their own papers. The other half of the class were organized into 4 person “assembly lines” where the labor was divided – one person gets the paper, one folds, one staples, one cuts. The class period with the highest total of completed, quality booklets will get candy.

It wasn’t that simple, though. I wasn’t going to miss a chance to yell a little. YOLO.

While they were working I breathed over their shoulders. Yelled “FASTER” intermittently. “Fired” people for slacking/getting distracted/no reason at all by sending them out to the pod. Randomly “injured” people in the harsh, unsafe conditions by cutting off their fingers or arms (had to hold an arm behind their back) or their legs (they had to kneel or hop on one leg). Threw away a stack of books that weren’t high enough quality right in front of their eyes.

They knew it was just for fun, but it didn’t stop a few of them from freaking out a little bit. I tried my best to be very convincing. I didn’t smile once. I didn’t laugh or break character at all. I used all of my volume to great effect.

“But! I AM going fast!” “Ok ok sorry! I’m hurrying!” “Wait– If I’m fired does that mean you call my mom?”

One kid tried to talk back to me and the story spread around the school in less than 2 hours:

*under his breath* “ugh this stapler sucks. It keeps jamming!”

“I’m sorry… What was that?! I know didn’t hear you complaining about MY machines?!!!” I spin around and shout. The entire class looks up.

“No–it’s just–”

“Are you COMPLAINING?!” Everyone is staring.

*He jumps up, military style, at attention* “No, ma’am I am not complaining–”

“GET OUTTTTTTTT!” I scream as I point my finger at him and then sweep it towards the door (I threw him out like an umpire lolz). The entire class jumps and then bursts into giggles. He’s an awesome kid and one of my favorites, so he obviously knew I was kidding and played along. This had little to do with the Industrial Revolution but was super fun and really got the kids into it.

We concluded the lesson by totaling numbers and comparing the assembly line to the solo workers. It was awesome to see them make those connections and realize that the assembly line that they are familiar with today wasn’t always the case. They even mentioned machines taking the place of their jobs – “Well, if we had an automatic stapler this would have been SO much faster!” We haven’t even started the unit for real yet and they already grasp several of the main concepts. Now when I go over inventions, the factory system, urbanization, etc. etc.  they have THIS to relate it to! So much easier.

The best part, though, was my 7th period kids coming in already talking about this activity before they even did it. Their friends in earlier class periods had been talking about it in the halls and at lunch. As a teacher you ultimately want kids to learn. To learn something, it has to be “sticky” – stick in their mind, even better their heart. What keeps me up at night is trying to make things “sticky” for my students so that the faceless names, countless wars and maps full of places have some meaning for them. They “stick.” Well this lesson? I think it “stuck.”

The worst part? I can’t do this type of intense hands-on activity every day, for a number of reasons. First is physical capability. My voice – my very loud, very strong voice – is shot, my feet are killing me and I’m physically and emotionally exhausted from pacing and yelling all day. Six times in a row I had to explain, pace and yell, then wrap it all up.

Second, I have 30 minutes before school, 30 minutes after school, and a 45 minute prep as my only paid planning time each day. I also use this planning time working with students, in meetings, contacting parents, working on my administrative evaluation stuff, doing regular paperwork and student assessments, and mostly grading. I try to stick to my contract time and not take work home as much as possible – it keeps me fresh and not burned out. This activity took so much planning and preparation that if I were to do something like it every day I’d be at school until 6 or later every day. I’m sorry. I love my kids. I love my job. But they simply don’t pay me enough for that to be worth it! Not when they can acceptably learn the same content with a movie or worksheet. I hate that its the case but there are some realities of teaching and that’s one.

Finally, even though I tried to make every staple and paper count for something useful (we will use these booklets in the future), the front office huffed and puffed at me using so much paper and getting 2 new staplers. I will admit that I cringed a little as I ripped open each new ream. I get it. Another reality of teaching. Our budgets are so limited, our coffers so empty. I buy stuff at the dollar store or Office Max and bring it to my classroom all the time. But lessons like this require resources – even just simple paper – that would drain us if done everyday. I should plan lessons and activities to maximize learning  – not minimize resources. Unfortunately it’s easier to use the book or a movie and their own paper to take notes. Boring, but economical.

One of the harshest realities of teaching is finding a way to make things “sticky”, to do fun hands-on activities in a way that doesn’t drain me, my resources or my time. I went home yesterday so satisfied but so tired. So proud but so bummed. It’s notes and movies and textbooks for the rest of the week. And maybe next week.

Worth it.