If I Had a Hammer: Woodworking at Westland, in Progressive Education, and in Life
Shakespeare wrote that “All the world’s a stage.” I was thinking… If I could choose a stage to highlight, one standout candidate would be the woodworking area on Westland’s patio. Five minutes of a woodworking class contains an array of lifey substance: joy, struggle, self-doubt, small personal triumphs, comedy, support, and even a hero’s journey perhaps. In this case, an unbelievably patient protagonist named Neil on one such journey: teaching woodworking to children. In any given Westland woodworking class, there might even be magical realism, as the children loudly call out (yell) “NEIL” dozens of times, with the teacher never flinching, not even once. Truly magical and actually real.
For fun, and considering the fact that Neil majored in theater for his undergraduate degree and has a masters degree in theater/directing, I converted one of my Group Four classroom observations of woodworking class from last September into an opening scene from a play. (It’s just at the bottom of this piece.) This particular observation occurred on a sweltering hot September day. Many children were chatty and cheery that day, many were more reserved and observant. The young woodworkers were creating picture frames as part of their “Sign Makers” school job. Even just five minutes in woodworking class is rife with moments that embody progressive pedagogy. It had me reflecting, analyzing, and appreciating this essential program at Westland.
In woodworking, I observe children consistently making their way towards deeper understanding and independence, earnestly. Children are engaged and totally present with the work at hand. They are invested in the process, the product, and each other. In woodworking, children are given the time and space to be in charge of their pace. I see children on task when they need to be and pausing when they need to, just like we adults do when we are managing our own time. Agency in action. Children seek support when they get stuck – going to the teacher, or other children to help them understand what they need to do – both through deliberately asking for help and through observing their peers in their work in order to figure it out on their own.
In my observation, I noticed that when children sought praise, maybe a “good job!” even – they simply did not get it. (Some 15 years ago, I heard Wendy Mogul speak, cautioning the crowd of parents and educators that “children get praised to death.” She pleaded with us: “STOP TALKING.”) Perhaps Westland’s ideal form of “praise” comes in the form of children seeking satisfaction from a job well done – from within. By centering process, be it in woodworking, other specialist classes, or through the social studies integrated experience in the classroom, we are valuing hard work, collaboration, connection, curiosity, and depth. And eventually, over time, children develop self-worth as learners and doers, and develop the knowledge that “I can do hard” because they are not relying on the praise from others in order to persevere through challenge.
Through this progressive pedagogy, children know how to make meaning that comes from learning that their mistakes will be many. The missteps don’t prevent them from continuing to seek quality work. Through this fulfilling journey of self-discovery and through the experience of creating a topnotch final product, children are more likely to grow into adults who are intrinsically motivated – adults who don’t need others to comment upon their work – or themselves – to feel like they are enough. They become adults who are less susceptible to the pitfalls of perfectionism. Westland children learn that they are enough, and thus they are open and eager to collaborate with others, learn from others, and feel powerful in offering what they have to offer. They’re okay with sometimes being wrong, and they’re equally comfortable with being right. A beautiful in-and-out interplay of vulnerability and power.
Lifelong learning doesn’t just happen. It is cultivated. When we invite children to trust themselves, assuming we’ve given them enough information and sufficient skills, they will grow in courage and confidence, in the classroom or in the woodworking studio – and eventually beyond. They will have within them self-trust. I believe that at Westland, children getting to build and construct with wood is an essential part of this journey.
During that September day in woodworking, when I did see children in moments of uncertainty and trepidation – moments where they weren’t trusting themselves – I observed Neil trusting them! “What does the whiteboard say?” he’d calmly inquire. In some cases, he’d offer, “Here let me show you.” I understood this differentiation being dependent on how Neil knew each child’s individual needs and abilities and what the task called for. This is why it is so important for children to be known by their teachers. (This is why I believe in small schools.)
I also noticed Westland’s mission in action: hands-on learning. When I am observing the children making in woodworking, I sometimes recall the reel of fancy “maker spaces” I have seen all across this city’s independent school landscape. They are razzle-dazzle awesome. One even has automated blinds for the windows! I'll tell you what, though. My favorite “maker space" in the city is Westland’s woodworking space. Bring on the laptops and the laser cutters. AND, bring on the wood, the combination squares, and the hammers and nails.
Progressive philosopher and progressive education pioneer John Dewey believed all children should learn skills like cooking, sewing, weaving, and carpentry regardless of children’s gender or class. These skills were seen as essential and supported the whole child approach and could be integrated with other subjects. In a vintage-y 1970 publication on woodworking that Neil lent me, the opening paragraph immediately gets at the why. Entitled, Woodworking For Children, by Mary W. Moffitt, it begins with the thesis: “Woodworking is satisfying to children for many reasons. There is physical pleasure in the rhythmical movement of using a saw and hammer as muscles and nerves are coordinated to achieve control and movement. Sensory pleasure is obtained from feeling the bite of the saw against the grain of the wood and the feeling of smoothness that comes from sanding it. Even the sound of these tools is satisfying because it is a legitimate way to make noise when noise is so often condemned.” Through woodworking, children feel free. It is a full body, sensory experience that children need.
In woodworker and educator Doug Stowe’s, The Pedagogical Value of Woodworking, he boldly claims: “There is no better way of engaging kids in creativity for pedagogical purposes than through woodworking.” Stowe believes that woodworking projects allow students to gain a sense of their own capacities to contribute to the well being of family and community. (Click on the article for a wonderful list of more benefits.) When reading Stowe’s beliefs on the power of woodworking, it was impossible not to make connections to Neil’s reflections on Westland’s woodworking program, which has existed since the start of the School in 1949. Below are Neil’s whittled down reflections on the program – the why of woodworking at Westland.
Group One Woodworking
Neil and the Group One children start out with: “What is wood?” When he first started in 2015, Neil quickly realized he needed to start with the most basic element by asking important questions about the material itself. Neil poses these simple – though profound! – questions to the children: “What is the thing we’re using? What is grain for the wood? Why do we sand a certain direction?” He then pulls together different species of wood, looking at them and analyzing the different qualities: “Hard, soft, what we use in houses, for furniture, etc.” Neil then asks the children about techniques, “What is sanding? What is this stuff coming off the wood?” through a scientific approach. The children make predictions then test them out. He reflects, “Woodworking is so sensory. Once they figure out how to sand, children will say, ‘It’s like magic!’ and I’ll reply, ‘Yes it is…but it’s not!”
Neil supports the Group Oners to understand the range of materials too, like glue. He uses playful language to help them manage the craft – and the mess: “I tell them first, ‘You’re not putting syrup on your pancakes. If it's flowing over, it’s too much glue. It’s not supposed to flow.’” Neil describes that, throughout the year, he’ll hear children reminding each other, “You’re putting too much syrup on your pancakes!” Neil starts from square one in Group One, “It’s all about process. The children start with how to put a nail in a board. Some of them have never held a hammer, and they learn what a nail is, while others come with confidence and know-how. They learn what a screw is. The moment where a child puts a nail all the way through a board – it’s magical. The children respond with, ‘Wait! I did something!’” Neil observes the children finding genuine reward with doing something independently and doing it to completion.
Neil also describes the power of the Group Oners realizing that a mistake isn’t terminal. If a nail bends, for example, Neil says they yell something like, “I’ve got a HUGE problem, Neil. NEIL!”” He’ll calmly respond, “That’s why we have the claw of the hammer. The nail didn’t go straight? We’ll just pull it out.” Neil also describes the Group Oners getting a little bored in a long-term project, like the car project, then added, “But once it turns into something, there’s excitement.” Sometimes young children describe a concern that others are getting done faster than they are. Neil will respond, “It’s okay. It’s not about the thing. It’s about you making the thing.” With encouragement, the children focus on their own process and product. They learn to practice self-focus.
Group Two Woodworking
Neil described the onset of Group Two as a review, and in some ways, the children start over again, reiterating the lessons of the previous year, a common departure point for all groups and subjects in elementary school. Neil shared, “We drill, we start off slow. I offer the children a day where they just drill holes. I show them how big of holes I can make with my big drill. Then, there’s a day of hammering nails. We break the work down to fundamentals. Even children who know how to do these skills still need to be reminded and need the practice. Then, we add on new concepts. For example, I show them that if we do a pilot hole, it goes in easier.”
Neil also notes that in Group Two, the children become even more intent upon making projects. As one child in Group Two said recently, “I want a thing.” Neil reflected upon the importance of reiterating process, process, process, especially with the youngest woodworkers. He harkens back to a past writing teacher who used to say: “The product will come.” So Neil invites children in a simple way to stay in the process, telling them in a Yoda-like way: The product will come.
One project that Group Two’ers often make is an “insect house.” As with any study or project at Westland, Neil starts with gathering questions like, “What kind of bugs are going to live here?” (One child sincerely answered, “Hopefully not termites.”) Neil notices that between the confidence that comes from children solidifying their fundamentals as well as having some students whose older siblings made a project in the past, the Group Two’ers get really excited, especially in anticipation of building the truck. Neil supposes that the children like this project so much because “it is a thing and it moves.” Neil also supposes that the truck project is a favorite because it is so connected to the children’s year-long study regarding how food gets to the table. And because the truck is basically a functional toy. It encompasses the interplay of ‘work is play/play is work.’”
Group Three Woodworking
In Group Three, Neil adds even more challenge, introducing new tools like the coping saw, which he describes in simple terms, “This cuts curved shapes.” He starts with the function of the tool and how to use it first, saving for later what the children will be making. (Process, process, process.) In Group Three children end up creating their own creature out of wood. Neil explains, “The coping saw unleashes creativity and invites new, wonderful problems to pose too: How am I going to join these two pieces together?”
Neil considered the phenomenon of some children having a vision straightaway and some, the vision coming with the sawing. He said, “A child will exclaim, ‘I want a Clam Shark!’” and my job will be to invite planning and reflection by asking, ‘What does a Clam Shark eat? Where does it live? What is the environment?’ so that then the questions around process emerge: ‘Okay! How are we going to put that piece in? Should I use some drills?’ I observed Neil lighting up as he described process – and the polarity of functional and purely creative when doing woodworking projects with children.
It’s in Group Three where the concept of joining pieces of wood together emerges. Neil commented, “People don’t realize, if you can do that, you can build just about anything.” Neil supports and scaffolds the work with children because connecting wood together is challenging. Neil tells the children, “Let’s take it a step at a time” because accuracy comes into play more than ever. The “Measure twice, cut once” sign is posted permanently in the woodworking area for a reason. Neil shared that he intentionally chooses projects in Group Three (and onward) that are contingent upon measuring accurately. He said, “The stakes become higher.” Through these higher stakes, motivation comes not through a threat, like a “bad grade,” for example, nor through a reward (like a good grade), but through the desire to produce quality work through a quality process.
Group Four Woodworking
Neil is aware of the increased independence that emerges in Group Four. “Does anyone need help?” can be heard from Neil and from the children. Neil is intentional about not doing anything for the children that they can do for themselves. By emphasizing accuracy and high-quality work, the children learn that it’s not just enough to join the pieces together. Neil describes how he endeavors to build a culture where “the children want to make something they really feel proud of. Not just done. Done well.”
Neil observes children learning and internalizing the satisfaction that comes with putting extra effort in. He even sees this with the Group Four children’s wiping and cleaning their projects at each stage. Neil narrates this care for the children, and adds some analysis too: “You’ll see the difference. When it’s finished, it will look prettier.” Fairly recently, Neil has moved away from having the children paint their projects. He reflected, “You make this beautiful project out of wood… and then it gets covered…all your beautiful work is just now…blue!” Part of this change in practice came from observing the children noticing the beauty of the wood itself. He realized with the older groups that aesthetics start to become more important to them.
Group Five Woodworking
In Group Five, Neil continues the emphasis on aesthetics and accuracy. Neil notices the children checking their measurements on their own, engaging with each other. One child asked, “Is this long enough?” and the other child responded, “I don’t know. Do you have a tape measurer?” Neil said that when he heard this conversation, he acknowledged to himself, “This is exactly what I want.” Neil also described starting innovation and design in Groups Five and Six, as it’s where children really realize that things don’t just magically happen. You have to plan.
Neil described the School Store as an ideal catalyst for children experiencing the planning necessary in woodworking. In order to set up the displays for the School Store’s products, Neil poses a series of questions to invite the children to plan: What’s the purpose of the piece you’re making? Do you have a picture of it? How many are you going to make for the store? Is it going to hang? How tall will it be? How much does it stick out on the shelf? Neil admitted that creating displays for products and storage is one of his favorite projects: “The fact that there is a hard deadline that the children are excited about is highly motivating to make it work.”
Neil also continues having the children free-build in the older groups. Neil shared that he learns a lot by being able to watch them free-build. It’s a form of assessment. He once observed a child in Group Five nailing their piece to the table: “It’s where I learn the gaps. I watch them play.” Neil introduces new (sharper!) tools in Group Five, like chisels, planes, hand planes, and the wood burning tool. He also demonstrates tools like a chop saw and a nailer too. The Group Fivers say, “Why are we just learning about these now?!” and Neil will respond with a sly smile, “Really? Do you think introducing it earlier would be a good idea?” The children chuckle. They get it. Group Fivers are also introduced to new content, like various joinery. Neil shared, “Children in Group Five really dig into the questions of ‘What do we need? What is the purpose of the skills I have right now?’” Group Five is an exciting time for the children to consolidate their experiences, their skills, and the new content they are being introduced to. It’s a year of synthesis.
Group Six Woodworking
Neil shared that in Group Six, it’s about “bigger.” Neil shared, “They’re ready for bigger. While Group Sixers are making their own individual projects, they have to draw out their plans, and share dimensions.” Neil tells the children, “If you know how to make it, there are no limitations…except that you have to draw it for me, and then create it.” Neil observes the children having fun with this process. If a child doesn’t know what to make, Neil asks a series of questions to get children unstuck: What do you want to learn? Any tool you want to go back to? By being reminded of what they know, children find their clarity and inspiration.
In Group Six, the children want to make something for the school in order to leave something meaningful behind. Neil wonders if the children are,“perhaps proving to the world that they did something important” by leaving their mark. Past Group Six projects include the cubbies outside of the Group Six classroom, carts for the outdoor blue blocks, carts for the trash cans, the lost-and- found cabinet, the rolling carts for the painting, and storage containers for the classrooms. At the end of the journey at Westland in woodworking, the children see that they can use their woodworking acumen to serve the common good.
Final Thoughts on Woodworking’s Why
I’m gonna break the fourth wall of this blog and admit to you, the reader, that I have never written a longer blog in my life. I admit, I want to go on. I want to talk about the delayed gratification that children get to experience through their woodworking projects, and how good for our kids that is. I want to consider more deeply the needle Neil threads in deciding to do a more free-form project or a more prescriptive one. I want to dig into the integration that happens between woodworking and social studies. I want to celebrate five-year-olds using saws! (I harken back to a dear mentor of mine, a preschool director, saying, “If you give a child a plastic shovel, they will bonk another child on the head with it. If you give a child a real, heavy, metal shovel, they will dig with it.” Children deserve real tools that adults use! I want to write a bit more about safety – and how the children respect the sharpness and the weight of the tools. (“Respect, not fear,” Neil says.) I gotta stop though. But first, one last point. Woodworking is fun!
For days when I went out to watch woodworking in action, the children were just so happy. I think even the ones who were stuck were happy. The children were chatting and working hard. They were telling stories and sawing. They were laughing and hammering. One child was measuring and singing the Eurythmics’ “Sweet Dreams” chorus, loudly and in tune. Yes!
The children were both careful and carefree in their work. They knew that they were part of something – the group of peers building but also they were a part of the work itself. It’s fun to feel capable. It is fun to be outdoors, making. It is fun to know that someone believes in you being able to do something hard. It’s no surprise that Neil’s last words spoken to the children one of the days I visited was, “You got this.”
They did. They do. They got this.
ACT ONE
Scene One
EXT. WESTLAND SCHOOL, LOS ANGELES, BACK PATIO - CONTINUOUS
Westland School, Los Angeles, California, back patio. It’s mid-morning in mid-September 2023.
NEIL, the woodworking teacher, is working with twelve 8-,9-, and 10-year-olds.
Student approaches Neil with their project in process, stands there, waiting for Neil’s attention)
Now, what’s the next step?
Hey, that’s strange, it won't go on the thing.
Okay what’s the next step?
(points to the mini-whiteboard that reads: “Cut a 6-inch piece of dowel rod.”)
Thanks, Neil.
(somewhat to themselves)
Ah, I forgot to unclamp this!
(to the full half-group)
If you’re done with your scrap, just put it there if you need it…
Neil. It’s SO CONFUSING!
Do you have a pencil?
Yah.
Okay, take your pencil, tap right there. Okay, right there. Now use this. Do you remember what this is?
(pauses)
It’s a combination square There you go… What’s your next step?
Student 2 looks at the whiteboard, proceeds.
Yep… you got it.
Student 3 shows their work in progress to Neil, smiling, feeling good, feeling proud.
NEIL!
What’s the next step?
Student looks at the whiteboard, moves onto the next step.
(to the Group, perhaps to the universe)
Does anyone know… I think I did this on the wrong end!
There is no answer so the Student looks around, figures out that they didn’t do it on the wrong end, and continues to work.
It’s hot!
(looking at Student 6, who is about to saw)
I know, it’s a little hot.
Double check your clamping.
This one is not working!
(goes and gets a different clamp - assists the Student in clamping it securely)
Where those two lines meet in the middle? That’s the center of the square.
Student 6 marks the spot with a pencil.
Okay, good.
Two nearby students help each other, one says to the other, “It’s a little hard to do by yourself.”
(sanding, says to another student)
Put your fingernail on the top. It’s so satisfying. Neil, put your finger nail there. It’s so satisfying.
Neil nods.
You know what those are for?
For grip! Can I keep the nail?
No.
Can I keep the glue?
No.
(smiles at Student 5, turns towards Student 6)
Is this bendy?
bends it, nods.
It’s okay if it’s a little bendy. What’s your next step?
(pauses)
Center. Find the center. Remember what we did? We connected the two corners. Remember the dowel rod? They’re in here….
FINALLY! I fixed it.
No one looks up.
Neil announces to the children it’s time to pack up for Science, offers reminders about cleanup, turns to Student 6 again for their last few saws.
If it’s wiggling when you cut it… you have to tighten the clamp. There. Think pushing across, nice and easy…yep. You got it.
Thank you, Bye!