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