10
2014
Engineering in Elementary:What if They Fail?
An article by Carrie Akins
What If They Fail?
Is it possible that children are born with engineering skills and we educate those skills out of them? Six year-old Wesley had a problem. His toy soldier had a broken leg. Like most children his age, Wesley is a natural problem-solver. Young children experiment with solving problems as they play. They often try multiple solutions without fear of failure. I began to wonder what happens to that fearlessness as children progress through school.
When I present engineering activities to fifth-grade students, they generally want to know what the end result should look like, and step-by-step instructions for achieving that goal. As they work on the project, the students seek assurance that they are “doing it right.” Fear of failure is evident on their faces. What happened to their
Wesley is pictured here with his wounded toy soldier and its engineered wheelchair
confidence?
I thought back to Wesley’s toy soldier. In the engineering design process, the first step is to identify the problem. The leg was broken, and Wesley was unable to repair it. Without any teacher help, he naturally progressed through the engineering design process on his own. He considered possible solutions. He thought about some “real world”
applications that he had observed and realized that the soldier could use a wheelchair. He made a plan and gathered materials. He failed repeatedly, however, undaunted by those failures, Wesley continually redesigned his wheelchair. He tested it, and was satisfied with the outcome. He brought the wheelchair to me. As I held his design in my hand, I saw his face. I saw the pride he had in his accomplishment, but I also saw hope. He was watching me for approval. He wanted validation that he had “done it right.” I was struck by the realization that in that instant, I held so much power. My reaction to him in that moment could build him up, or utterly devastate his confidence.
As a bu
sy mom and teacher, my attention is stretched thin. Sometimes I unintentionally miss an opportunity to validate and affirm a child’s efforts. During the next school year, I will be using the book Rosie Revere, Engineer with my elementary students. In the story, Rosie’s creativity is unintentionally squashed by adults in her life. She has to overcome the fear of failure to complete an important project. She gets support from another caring adult and gains confidence. I think that the book will inspire students to take risks, and will serve as a reminder to me to affirm my students and be careful with their hopes.
With anticipation evident in young Wesley’s face, I had the presence to push all distractions aside and give him my attention. His wheelchair was not perfect. I did not tell him that I would have done it all differently. Instead, I praised him for thinking about adding a seat belt for safety and making sure it was a strong chair that really rolled. His face brightened and his confidence grew. Within minutes, he was solving a new problem. The wheelchair would obviously need ramps! Wesley is not afraid to try multiple solutions. As we integrate more problem-based learning, my hope is that even the older students will be risk-takers and problem-solvers.
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About the Author: Carrie Akins
I am a 5th grade teacher in Putnam City. I previously taught K-5 STEAM in Mid-Del and it was so much fun! Science education is my passion. I love helping teachers gain confidence and get the resources they need to make some amazing classroom experiences.
Very well written blog! I sure can relate. I know exactly what it is to be a busy momma and sometimes I unintentionally do things that just crush my kids and I feel terrible. Thanks for the reminder of how important it is to encourage them and focus on the positive!