In 1985, I
moved back to Nebraska. I was interviewed and offered the position of Classroom Teacher at Antioch, Nebraska. The one-room school was located 15 miles east of Alliance. I taught there for four years. There was an average of 14 students, two in each grade.
Teaching in a one-room schoolhouse gave me opportunities to be creative with the curriculum. Air conditioning was not available, so on hot days, we would go exploring. Antioch was a town that developed due to the need for many moving their homes as well. During our outdoor explorations, we collected artifacts. We then displayed our findings in a corner of the classroom. Each student was responsible for making display cards, detailing known information.
While I had the advantage of indoor plumbing, the outhouse stood nearby for a couple of years. This reminded me of the advantages I had in 1985: indoor plumbing/heating; a car for transportation; weather alerts (phones); supplies such as text books, art supplies and writing materials.
During winters when there was a lot of snow, we would build snow sculptures for art and go sledding for an afternoon outing. We also joined other schools for spelling and track competitions.
Teaching in a one-room schoolhouse gave me the opportunity to individualize instruction. Instead of grouping by grade level, I grouped students by their abilities.
I didn’t utilize traditional lessons plans. Instead, I would keep a strip of paper in each teacher’s edition of their texts. I would record what pages were read and what assignments were given.
In the fall, we would begin practicing for our yearly Christmas program. Family and friends appreciated the hard work the students went to in order to learn their lines and help with scenery.
Teaching in a one-room schoolhouse enriched my life personally and professionally.
Teaching in a one-room schoolhouse gave me opportunities to be creative with the curriculum. Air conditioning was not available, so on hot days, we would go exploring. Antioch was a town that developed due to the need for many moving their homes as well. During our outdoor explorations, we collected artifacts. We then displayed our findings in a corner of the classroom. Each student was responsible for making display cards, detailing known information.
While I had the advantage of indoor plumbing, the outhouse stood nearby for a couple of years. This reminded me of the advantages I had in 1985: indoor plumbing/heating; a car for transportation; weather alerts (phones); supplies such as text books, art supplies and writing materials.
During winters when there was a lot of snow, we would build snow sculptures for art and go sledding for an afternoon outing. We also joined other schools for spelling and track competitions.
Teaching in a one-room schoolhouse gave me the opportunity to individualize instruction. Instead of grouping by grade level, I grouped students by their abilities.
I didn’t utilize traditional lessons plans. Instead, I would keep a strip of paper in each teacher’s edition of their texts. I would record what pages were read and what assignments were given.
In the fall, we would begin practicing for our yearly Christmas program. Family and friends appreciated the hard work the students went to in order to learn their lines and help with scenery.
Teaching in a one-room schoolhouse enriched my life personally and professionally.