Here is a list of tips I've compiled over the last few years about keeping erasers from getting lost, stolen, or destroyed:
1. Don't allow the kids to use erasers at all. This is a wonderful opportunity for creative problem solving. Check out the book, Beautiful Oops, by Barney Saltzberg.
2. Use ice cube trays to organize your erasers - you can tell at a glance at the end of class if any are missing.
3. Give each child one eraser, so EACH child has to give you one back at the end of class. No excuses. This can be their "exit ticket."
4. Cut up used soft-kut printing plates. This stuff is rubbery, works just like an eraser, and doesn't look "nice" like a new eraser. If these recycled erasers get lost or destroyed, (and they don't get stolen, trust me) it isn't a big deal.
5. Get the enormous pink erasers (brick size) and keep only one on your desk or put one per table. Kids can't easily make it out of the room with this giant and it is obvious if it goes missing.
6. Number a limited set of erasers and keep them on your desk for students to check out like a library book.
7. Exchange a personal item for an eraser, such as a shoe or a name badge. The student doesn't get his/her shoe back until the eraser is returned.
8. Award small prizes if all supplies are turned back in at the end of class. Most kids would rather have a prize than steal an eraser.
9. Write "Art" on all your erasers. If the kids add an "F" to make it "Fart," then turn the "F" into a "P" and add a "Y" for "Party."
10. If students can't take care of materials, they shouldn't be allowed to use them. Privileges revoked temporarily and learning from the book goes into effect.
Elementary art teacher Louie Castigliano says;
"I spend a good ten minutes telling a story to the kids at the beginning and middle of the year (so they don't forget) about how the erasers are really little fish and the pencil box is their pond. They like being taken out and rubbed on the paper because it rubs off their old scales. I tell students they can only use the erasers if they put them back between uses. Otherwise, they will "reverse drown". Which I act out in dramatic fashion all gasping for air and stuff. I demonstrate that if a student were to stab an eraser, I make it feel like the kid is killing the poor little fish.
I make the story vivid and I tell it in an animated way so that the kids really buy into it. I ask the kids to look out for any "fish" erasers in danger. Really, only maybe 1/3 - 1/2 of students care about the story but that is usually enough for the kids to police each other. USUALLY. Perhaps more than actually buying into the story, the fact that I spent so much effort, talking to them about it at the beginning of the year, they at least know that keeping the erasers nice means a lot to me.
Also, when I have had streaks when I find an unusual amount of erasers stabbed, I will write a post-it note to myself to be on the lookout for it next week during that same time period. I usually find the culprit. Often, the stabbing from one kid leads others to think it's ok and a chain reaction of stabbing occurs and there are dead fish everywhere .
I sometimes make an example of the stabber and take away their eraser privileges and tell everyone around them to let me know if they pick up an eraser. If it's a really good kid who maybe just stopped thinking for a minute and gave in to the delicious temptation of eraser murder, I just gently remind them and take the eraser away and replace it with a new one because I genuinely think that seeing a stabbed eraser gives other kids with low self control the same idea.
All this has drastically cut down on eraser stabbing and losing since I've started doing it a few years ago. I probably spend 1/3 of the amount of money on new erasers as I used to without any loss of erasability or erasortunity from my students." (from the Art Teachers Facebook group)
MORE RESOURCES:
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| photo credit: thehelpfulartteacher.blogspot.com |
Rachel Wintemberg has a wonderful article about mistakes at "The Helpful Art Teacher:" On Messing Up; Trial, Error, and the Creative Process
The Ultimate Eraser Management Plan, Sarah Dougherty, theartofed.com
The Case of the Crumbling Eraser, Jessica Balsley, theartofed.com
Be Kind To Your Erasers, Youtube, by Tricia Clifford Fuglestad:
Be Kind To Your Erasers, Youtube, by Tricia Clifford Fuglestad:
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| photo credit: Katie Lehmkuhl Morris, Adventures of An Art Teacher: Be Kind To Your Erasers! |
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| artwork by Bridget Kudrie, based on a poster from the Art Teachers Facebook group |
article by Mrs. Anna Nichols
Editor's note: Managing student behavior involves far more than discipline techniques. In order to create an environment for student success, the teacher needs to provide quality instruction as well as appropriate motivation. Most importantly, the teacher needs to have the right attitude for leadership in the classroom. Finally, having a solid classroom management plan with rules and procedures set up from the beginning of the year is also extremely important - students need to be very clear about what the teacher's expectations are.
disclaimer: These are a set of ideas about being proactive in teaching based on classroom experience as well as various education authors. Many times there are circumstances in the classroom that are beyond any teacher's control, especially when serving at-risk populations or in environments where those in administration fail to provide effective leadership in a school. Sometimes, regardless of the prevailing theories about teacher responsibility, the teacher is not to be blamed for out of control students. Finally, we do NOT recommend that you put any of these strategies into practice if your administration disagrees with them.
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