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Woodworking with Kids

WOODWORKING  WITH  KIDS  (for  woodworkers)demonstration: how to carry the saw, how to
put a piece of wood in the vice, and how to
The excitement and interest of my own kidsuse a saw. This was a step in the right
about using tools, about building, and aboutdirection and gave kids enough background to
woodworking taught me how competent kidsbegin using tools without getting hurt. I
could be and inspired me to do volunteerbecame intrigued by the details of how to use
woodworking at my sons' school. My plan wastools at a beginning level. Over time, I
for the children to arrive with an idea ofrefined this introductory demonstration and
something to build and I would help themdeveloped  short  lessons  for  each  tool.
build it. From woodworking with my own kids I
knew enough to collect a workbench, kid-sizedI was also expecting children who had never
tools,  and  some  scrap  wood.picked up a tool to be able to figure out
what they wanted to make when the whole idea
Not suprisingly it was a bit moreof making something was foreign. I decided to
complicated. Six kids arrived. Two had sometake a boat and a candle holder my son had
idea about what to build and I was able tobuilt to the second class to see if this
help them get started, even though I had towould help the children visualize a project.
demonstrate a tool or help with a designWhen I showed the boat and candle holder, the
problem. Some didn't know where to begin andkids reacted with excitement and enthusiasm.
I didn't know how to get them started. IEveryone wanted to build both a boat and a
tried to create, with words, an image of acandleholder. The class was still hectic, but
project that would capture their interest. Iit was amazing to me that a few tool lessons
asked, "Would you like to build a boat,and a couple of projects could change the
(candle holder, key ring)?" The answer cameclass tone from hectic and lost to interested
back something like, "maybe" or "let me thinkand excited. Everyone went home with a
about it." Other kids had an idea about whatproject. The kids' enthusiasm was contagious
to build but no clue how to begin, so I hadand I went home and thought up more projects.
to figure out construction details off the
top of my head and communicate those detailsI had so much fun I approached the local Park
to the child in a way they could understand.Department with the idea of a summer shop
No one got hurt. I didn't get mad or upsetclass for children. Even though I didn't have
and make anyone hate woodworking, but themuch teaching experience, they were
class was confusing for the kids and hecticenthusiastic. I, however, was more than a
for me. And not much was built. I went homelittle unsure about how things would go.
to  evaluate.Could I duplicate the playful atmosphere that
prevailed at home with my own boys? Would
I had expected too much. Perhaps I madeother kids respond? Could I keep them from
unconscious and unfair comparisons with myhurting themselves? Would they be interested
own children who had been around tools sincein  the  projects  I  had  created?
birth. I had assumed kids could use a vice.
They couldn't. I assumed they knew enough toI need not have worried. That first year,
keep their fingers away from the saw teeth.half of the projects I developed were too
They didn't. Later I asked and none of thecomplicated, but the other half worked
kids had ever used any tools before. Howsurprisingly well. Other children responded
could  they  be  expected to know what to do?much like my own. They appreciated real tools
and engaging projects. They worked hard to be
I needed to review the way I used tools tosafe. The kids got a taste of the magic of
see if I could break down actions that I didbuilding and I got a taste of the magic of
automatically into steps kids couldkids. It was the most meaningful, fun, and
understand. I started with a safetyinteresting woodworking I'd ever done.



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