5 Common Mistakes to Avoid When Buying STEM Tools

Purchasing tools for STEM lessons empowers many teachers. However, in haste, schools usually buy teaching resources that don't work as expected with their students. They tend to lose interest, and then teachers have to spend time resolving those issues rather than doing the actual teaching. Interposing a few common mistakes could have saved time, money, and stress. When a plan is well thought out, these STEM supplies would be best utilized in designing lesson plans that provide the best rewarding experience for all parties.

Mistake 1: Not considering the grade level.

Not every STEM product works for every age.  The younger children perform well with tools focused on play, color, or simple steps. Building blocks, easy coding kits, or simple experiment sets might be suitable options here. Elder students deal with robotics, sensors, and coding software, which require more problem-solving.

When the tools are mismatched with the grade level, two common outcomes occur: either young kids become lost and lose focus, or older students become bored if the material is too elementary.  Teachers then need to spend extra time adjusting lessons. A better approach is to connect tools to clear grade goals before buying them.

Mistake 2: Forgetting about durability

A tool might seem perfect in some catalog, but if it breaks after a few uses, the class suffers. They are carried between rooms, stored in bins, and sometimes dropped. Weak materials and flimsy parts do not stand the test of time.

Durable products may cost more upfront, but they stretch budgets over time. For instance, a durable robotics mat or a sturdy science kit can be used year after year. Schools operating with a long-term view ultimately spend less. Teachers also avoid the frustration of tools failing in the middle of a lesson.

Mistake 3: Skipping safety checks

STEM learning should always feel safe. Sharp, heavy, or improperly sized tools can present hazards within schools. Even seemingly harmless items may be unsafe by school standards. One of the biggest mistakes schools make is to overlook safety guidelines before purchasing.

Safe tools instill confidence in learners, allowing their attention to be focused on attempting experiments without fear of anything going wrong. Teachers can relax because they know each product is meant for classroom use. 

Mistake 4: Buying without a plan

Schools tend to get into a hurry over choosing their tools, probably towards the beginning of the year, or when budgets are closing. Without a plan, items do not always fit with lessons, and some end up just gathering dust in a storage closet rather than being used by teachers in classes. That, by the way, is a waste of both money and energy.

The planning is to start with the curriculum. Ask teachers what skills and concepts they want to teach. Once teachers and other stakeholders have agreed on what those skills and concepts are, tools can then be bought with those goals in mind. This can further build a link between purchases and existing guidance. Lots of teachers find the secret to choosing amazing STEM tools to be worth their while when planning purchases. Concrete links to classroom goals and real needs lead to tools that get used.

Mistake 5: Not asking for help

STEM tools change quickly. New kits, software, and equipment emerge every year. Teachers never have time to try everything until it arrives in the market. The right approach is to ask for help from experts who are familiar with the products. They inform of warranties and guide schools from wasting their money.

This is a stage often skipped, clogged up with procrastination; however, it could make buying an easy job. 

A short checklist before buying

• Match tools to grade level needs

• Look for products built to last

• Review safety notes and age ratings

• Connect items to curriculum goals

• Ask for expert advice before placing orders

Checking off these points takes just moments but saves classrooms from major headaches down the road. When planning is done carefully, students are given tools that genuinely promote learning.  

Schools reap these benefits shortly after completing these preliminary steps. Lessons go with the flow. Students remain engaged. Teachers spend less time troubleshooting and more time coaching. Careful selection of supplies for STEM lays a solid foundation for future learning.

Why Geyer Instructional?

For more than 60 years, Geyer Instructional Products has supported educators in the making of these determinations. Robotics mats, science kits, math tools, and sensory materials intended for school use are provided by them. They support teachers in linking the products to grade levels and lesson objectives.

Geyer Instructional marries options to experience. To avoid school mishaps, they offer products and guidance. Teachers who want quality and durable classroom items can count on them to provide simple and practical buying solutions.

FAQs

Q Can kits help students think like engineers?

Yes, they teach structure/function, scale, patterns, cause and effect across disciplines.

Q Do kits support multiple subjects?

Good kits teach science, math, engineering, and tech together as integrated learning.

Q Should teachers use kits in small groups?

Yes. Smaller groups enhance involvement and allow educators a chance for guided learning.

Q Can kits support different learning styles?

Yes. Effective kits include both structured instruction and space for open-ended exploration.