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