| 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 kids | | | | use a saw. This was a step in the right |
| about using tools, about building, and about | | | | direction and gave kids enough background to |
| woodworking taught me how competent kids | | | | begin using tools without getting hurt. I |
| could be and inspired me to do volunteer | | | | became intrigued by the details of how to use |
| woodworking at my sons' school. My plan was | | | | tools at a beginning level. Over time, I |
| for the children to arrive with an idea of | | | | refined this introductory demonstration and |
| something to build and I would help them | | | | developed short lessons for each tool. |
| build it. From woodworking with my own kids I | | | | |
| knew enough to collect a workbench, kid-sized | | | | I 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 more | | | | of making something was foreign. I decided to |
| complicated. Six kids arrived. Two had some | | | | take a boat and a candle holder my son had |
| idea about what to build and I was able to | | | | built to the second class to see if this |
| help them get started, even though I had to | | | | would help the children visualize a project. |
| demonstrate a tool or help with a design | | | | When I showed the boat and candle holder, the |
| problem. Some didn't know where to begin and | | | | kids reacted with excitement and enthusiasm. |
| I didn't know how to get them started. I | | | | Everyone wanted to build both a boat and a |
| tried to create, with words, an image of a | | | | candleholder. The class was still hectic, but |
| project that would capture their interest. I | | | | it 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 came | | | | class tone from hectic and lost to interested |
| back something like, "maybe" or "let me think | | | | and excited. Everyone went home with a |
| about it." Other kids had an idea about what | | | | project. The kids' enthusiasm was contagious |
| to build but no clue how to begin, so I had | | | | and I went home and thought up more projects. |
| to figure out construction details off the | | | | |
| top of my head and communicate those details | | | | I 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 upset | | | | class for children. Even though I didn't have |
| and make anyone hate woodworking, but the | | | | much teaching experience, they were |
| class was confusing for the kids and hectic | | | | enthusiastic. I, however, was more than a |
| for me. And not much was built. I went home | | | | little 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 made | | | | other kids respond? Could I keep them from |
| unconscious and unfair comparisons with my | | | | hurting themselves? Would they be interested |
| own children who had been around tools since | | | | in the projects I had created? |
| birth. I had assumed kids could use a vice. | | | | |
| They couldn't. I assumed they knew enough to | | | | I 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 the | | | | complicated, but the other half worked |
| kids had ever used any tools before. How | | | | surprisingly 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 to | | | | safe. The kids got a taste of the magic of |
| see if I could break down actions that I did | | | | building and I got a taste of the magic of |
| automatically into steps kids could | | | | kids. It was the most meaningful, fun, and |
| understand. I started with a safety | | | | interesting woodworking I'd ever done. |