Our Makers program started when I brought personal projects, things that had NOTHING to do with school, into my work environment. Part of what drew kids in from the very beginning was that I, as a teacher, was obviously getting away with something. More than that, it was clear that this mysterious stuff must be something that I cared about, because it didn’t look like any other “teacher stuff” in the building.
Those two responses are tied deeply into how kids view teachers and view school. When we reveal unique parts of a holistic self to students, they notice and respond. This isn’t to say that every kid is going to fall in love with your My Bloody Valentine Pandora station (or any kid!), but any suggestion that your humanity is broader and more complicated than a 6th grade view of teachers has an impact.
I’ve always bought things out of pocket for use in my teaching. My deep procrastination more than covers that habit, but I think I’ve discovered some unexpected value from it over the years. Snap purchases for the classroom, whether a uniquely shaped container of 500 googly eyes, send the complicated message that not only do teachers leave the classroom at some point (5th grade is about the end of the “don’t you sleep under the desk?” mindset), but we carry our students and our classes with us to Home Depot or the swap meet or the beach. Those impulse buys that would NEVER fit on a reimbursement form are a clear signal to kids about how our personality and our teacher identity mesh.
It wouldn’t be the worst use of school money to hand each teacher $100 with this simple instruction. “Buy the awesome things for your kids/space/classroom that you think the school would never understand.”