Columbus Elementary-Middle STEAM Program Delivers Far-reaching Value to Students
Students at Summit Academy Community School – Columbus can’t seem to get enough of their after-school STEAM (Science, Technology, Engineering, Art and Math) program. Even after wrapping up a full day of classroom lessons, as many as 15 kindergarteners to seventh-grade students stay on at school voluntarily for the extended learning opportunities.
“A lot of them will come to me throughout the week to ask what we’ll be doing or remind us that they’re staying for the program,” says Rebecca St. Clair, behavior specialist for the school. St. Clair and teachers Christopher Shaw, Desi Green-Walter and Hunter Wotruba tutor the popular sessions every Wednesday from 2:45 to 4:45 p.m. Principal Cheryl Elliott says the lessons will continue through the end of the year. A new program will start in January.
“We are getting a good response. We can always welcome new students to the sessions. The children are showing a lot of growth,” says Elliott.
Sixth-grade teacher Green puts a focus on reading and writing when tutoring students through scientific experiments. For instance, younger students might practice writing within lines and general handwriting while older students learn to execute correct grammar.
“For reading, I will often have students read a printed version of the steps of an experiment,” says Green, adding that last week students read through slime-making instructions. “This involved reading measurements and doing each step in order.”
Along with academics, the sessions incorporate a social-emotional learning component. For example, St. Clair led a session during which students discussed why they might feel angry. For their STEAM activity, the students made stress balls using balloons filled with rice, beads and flour.
“One week we learned about how our feelings can become mixed up and difficult to decipher and when that happens it’s important to practice coping skills or talk with a trusted adult,” St. Clair explains.
For a companion activity, the students created rainbows using markers, paper towels and warm water. The different colors in the rainbow symbolize what a particular feeling might look like when it can be identified by a student, St. Clair explains.
“One of the biggest benefits that I’ve seen with the kids is interschool relationship-building,” Green says, explaining that elementary students are learning from teachers of all grades. “They have been able to build more positive relationships with some of the adults in the building while also spending time with the peers they already know. It usually leads to a very positive atmosphere overall which is something that is really needed by our students.”
Shaw, who teaches high school social studies, says he strives to present fun, interactive activities with a historical slant. In connection with medieval tactics, for instance, his students created catapults out of popsicle sticks.
“My ideas mostly center around students using their hands, and sometimes fine motor skills, to put things together in a way that works. I think the greatest takeaway I’m seeing is the genuine interest they have in these activities,” Shaw says. He adds that his students have a sense of pride when they test their successful, functioning creations.
Along with helping students realize personal achievements and heighten their education in STEAM disciplines, the sessions are creating inroads to behavioral growth and maturity, according to St. Clair.
“We’re creating a positive experience for them which can help improve behavioral aspects,” St. Clair says. “The four of us who lead the STEAM program have the opportunity to interact with students in fun and meaningful ways, allowing us to foster positive relationship, trust and a new outlook on attending school.”