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