I teach in a small, rural school where many of my students struggle to afford basic necessities. Over 50% of my school's students are identified as a minority. And, a substantial number of those minority students are newcomers. In addition, over 60% of the school's population receives free or reduced-price lunch.
My students experience a growth mindset and demonstrate academic achievement because their sense of curiosity is challenged through laboratory activities.
Because many of my students live in poverty, they do not experience scientifically cognitive challenges outside of the classroom. They need to experience a variety of hands-on activities in order to strengthen cognitive abilities, enhance team-building practices, and prepare for 21st Century jobs.
My students are engaged, creative, and display a love for learning unlike any I have experienced. They look forward to experiencing laboratory-based learning activities and anticipate the completion of "thinking outside of the box" activities. When they walk into my classroom and hear "clear your desk for laboratory learning," their smiles brighten the room. But limited hands-on learning due to a lack of microscopes is a disservice to their education.
My Project
I am not your conventional teacher. My students do not sit in rows, nor do they silently work at their desks. There is movement, interaction, and lots of hands-on learning. My students learn by doing and through the expression of shared ideas. My classroom is a world of organized chaos.
An electric hole punch is necessary for students to supplement organizational skills.
My students perform many different types of laboratory experiments and write numerous laboratory reports. The development of productive organizational skills is a key component to being a successful student and a successful scientist. Student access to an electric hole punch boosts student organizational skills.
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