As someone who uses letterboxing in education quite extensively, here's what
I do:

Letterboxing is such a BIG hobby of mine, nary a school day goes by in which
I mention letterboxing in class or the students ask me about my latest
exploits (and not just to distract me from teaching the lesson). I'm hoping
to put up a big bulletin board in my classroom about letterboxing and my
travels soon. The principal has asked me to put together a letterboxing
activity for the staff to do as a fun team-building activity. In addition
to my math classes, I have made letterboxes for the German and Spanish
students (coming soon!) and for our Creative Writing class. I hope to make
a box for each discipline in our school. I am also working with our Art
Club to place a number of stamps they'll (hopefully) make this spring. I've
even had an inquiry about making a box for summer band camp. I also hope to
present letterboxing to our Lutheran Pioneers (our version of Boy/Girl
Scouts) in our Lutheran grade schools, and/or for family nights.

My first letterbox was placed on our school grounds to celebrate our outdoor
classroom and our environmental trails. I also use temporary letterboxes
for my distance runners to find during a fun practice. One of my cross
country families should begin letterboxing as soon as the snow clears.

As far as for my classes:

In my Honors Algebra class (Freshmen), I created a letterbox (Mathman 1) for
them because they asked for one! They felt slighted since I had boxes for
all of my other classes (as you'll see) and really wanted one to do. I had
held off making one for them since they could not drive, and hiding a box on
campus is too easy (and too easy to cheat). At their insistence, I told
them I'd make one for them, but it would have to be done as a "family
outing" since their parents or siblings would have to drive. They agreed.
Mathman 1 forced them to review the mathematics they learned over the second
semester of Algebra. The beauty of the project is that it was easy to
correct. They had the clue sheet of math clues to complete, the box stamps
to stamp on the sheet, and to prove they were at the box, I placed a
disposable camera in the box for them to take their picture at the box. I
displayed the pictures in my classroom this year, and they were a big
conversation piece for a number of weeks. A number of parents contacted me
to tell me it was the best assignment (even though it is extra credit) their
kids ever had! (Unfortunately, to my knowledge none of them became actual
letterboxers :( )

This year's Honors Algebra class didn't want to wait until May to do a box.
They wanted one for first semester review to do during Christmas break.
Thus, since the Mathman 4 box was available for placing, I converted it for
them. Again, a big success, and families has lots of fun - even in the cold
and snow!

In my Honors Advanced Algebra class (Sophomores and Juniors), their second
semester project is to create a Mathman letterbox. They will be reviewing
the current Mathman boxes and trying a few. They will be reading letterbox
clues on the internet for ideas. They will get their butts outside, away
from the computer and TV (how'd that soapbox get in here?), and find a
hiding spot in nature, and will write clues that force them to use the
mathematics they learned this year, and also to convey their knowledge of
mathematics verbally. If they want to carve a stamp, I give them the
materials, otherwise I carve the design they pick. I also supply all the
baggies, boxes, notebooks, etc. They are graded mostly on their creative
use of mathematics in the clues and on the accuracy and clarity of their
mathematical clues. Last year was the first year I tried this. I gave
extra credit for it last year since I wanted to see if it would work as an
assignment and to work out the bugs for this year. The result was Mathman
2, 3, and 5 (the group that had #4 never finished until I finished it for
them). In my humble opinion, Mathman 2 is one of the better letterboxes in
Wisconsin - if you can get past the matrix mathematics involved. The
students did a great job on that one, and it will be the main model for the
future ones.

In my PreCalc and Trigonometry classes (Juniors and Seniors), the students
must find the three Triangles Triangles Everywhere boxes using the
trigonometry they learned. In addition to completing the worksheet of clues
(created just for them - letterboxers have different clues), they must make
a posterboard, videotape, or webpage of their trip. I change the locations
of the boxes when they are done, so they can't tell next year's class where
they are (and in case a student takes both classes. This also prevents them
from easily vandalizing them afterwards.) By the time spring fever hits and
senioritis rages, this letterbox series forces them to get out and enjoy the
weather, while completing a worthwhile educational activity. I promote it
as a chance for them to go on a "road trip" in the nice weather, and warn
them not to leave it to the last minute or plan too few free days that they
are forced to do it during bad weather. Those that plan well, and do it on
a nice day have a lot of fun. Those that leave it to the last minute or on
a rotten day see it as a horrible chore. With prodding, I get these
students to admit they had fun if they put aside the weather and the haste.

(BTW, our school has a set of compasses I can loan to the students. For
their personal stamps, I tell them to find a stamp around home or to use
their thumbprint. They actually have fun finding their own stamp!)

As far as vandalism and "letting too many people know about letterboxing", I
think I'm very blessed. I'm blessed to have mostly honor students (and
Christians to boot) that tend to respect the letterboxing community. (Our
students are also taught to respect God's nature (also part of the
letterboxing code of conduct) and other people's property). Other than some
disparaging remarks in the logbooks (from the bad weather and hastily done
students), I've had no vandalism and plenty of great comments on the
activities. Also, there are not enough letterboxers in Wisconsin to begin
with, so I surely hope these activities bring more people to letterboxing.
So far none of the students or their families (other than the CC family)
have picked up the hobby - unfortunately. But I press on, because I think
the students and parents I serve are prime candidates for letterboxing.

I invite other teachers (et al) to contact me with any additional questions
they have, for more info, copies of my projects, etc.

Tim Kuehl (aka The Dragon)
Kettle Moraine Lutheran HS
Jackson, WI