As an English teacher, it is my gift and my curse to frequently think in poetry. And as I watch my LII students wade through the expectations of the course, Frost's ambiguous words seem most appropriate. In creating the course, I wanted to give students the freedom to make and play. However, as I've learned through my work with little children (particularly my own), whether or not we want to admit it, boundaries often give us the freedom to explore and grow safely.
I think many of the kids who signed up for the class were drawn in by the promise of freedom. And they are struggling with the few constraints I have in place. While they are free to make what time, equipment, and safety allow, I am requiring them to show evidence of following a design process, to take the time to set strategic goals, to reflect on their progress. I believe this is chafing to some. As Frost's speaker ponders, "Something there is that doesn't love a wall..."
At the same time, some people get imprisoned by a lack of boundaries. People who don't have organizational structures or who don't have any pressure to be intentional about goals and processes can struggle to take risks and see things through to completion. In my own personal experience, I can attest to at least three unfinished novels lurking in my Google Drive because nothing is making me finish.
As I've walked students through my project submission process and my demands for the use of a design notebook and Maker blog, I've seen the glaze frosting over their eyes and felt like a bit of a soul crusher. But, on the other hand, my intentions are for my rules to set them free from some of the challenges that have prevented them from being successful creators in the past.
I think humans have a paradoxical relationship with boundaries. We hate that they are there, but at the same time, we need them. Without them what are we aiming for, how do we have a sense of direction? How do we exceed our limitations if they don't exist?
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