<p>I am one of those with an idealized view of teachers, or maybe my problems haven’t been that bad, but I have always made the kids go solve their own problems. It has worked out for them. Maybe I could have obtained a better solution in some cases, but I don’t want to be “that mother”, the one begging for her kid to get some extra credit to do so the kid can maintain his class rank or buying donuts for the coach in return for playing time. </p>
<p>In middle school, the kids were too timid to go talk to the teacher at first, and I refused to step in, so the kids suffered from not self advocating. After a time or two of that, they learned to step up. Sure, I am behind them, advising, telling them how to work up the chain of command if necessary, but I won’t be the one to do the talking. </p>
<p>I do proof read papers if asked, which happens less and less, and not at all in college. I will send a forgotten raincoat to the dorm. I will drive by and toss a forgotten shirt out the window to a shirtless, shivering, waiting athlete in the student parking lot if I am free. But my goal is to do less and less.</p>
I agree. In 10th grade, DS, who has always been a strong science kid, e-mailed many area professors asking for the opportunity to do his research in their labs. Only one resulted in a positive reply. However, that professor only agreed to meet with him. During the meeting, the professors started by telling DS why it’s really difficult and not a good idea for a high school student to conduct research at his lab. As they continued to talk, the professor changed his tune. At the end of the meeting, the professor said that he will only consider it if DS proposes his own idea. After a lot of literature research, DS wrote back to the professor and proposed not one but four ideas. I think the professor must have been surprised and thought DS would just drop it. The professor eventually agreed to let DS starting his independent research there. For the next 1.5 year, DS spent many hours in the lab which is 20 miles away in not a great area of the city. Sometime, he had to go in all hours of the day and night to tend to his experiment. DS really owned his project and learned so much. Even after all this hard work, he only placed in state science fair and didn’t place in Intel. My point is that I see the hard work DS had to put into his project (and he really enjoyed it). There is no way he could have sustained his interest to the end if he didn’t have the drive/passion/intelligence for it.</p>
<p>I live in NYC which has to be one of the most litigious areas of the US. The MAJORITY of kids I interview for my alma mater have worked in a lab. ( Most interviewees attend a public “sci high.”) I assume the kids and their parents or guardian have to sign a release before they work in the lab. </p>
<p>Now, I don’t assume that all the participants do Intel prize winning research. But I do assume the experience is meaningful and that some of those who show promise are invited to continue on and do more. </p>
<p>My local hospital requires kids to be 16 to distribute books and magazines in the out-patient area… don’t think this is a unique requirement for an institution where kids will not be physically supervised at all times.</p>
<p>"I assume the kids and their parents or guardian have to sign a release before they work in the lab. "</p>
<p>Our Uni doesn’t have a form. HS kids are working in the lab, but if something happens, Profs. are afraid that they may be found criminally liable.</p>
<p>In our hospitals also, volunteers must be at least 16, but that age was increased recently during a season of high contagion. Volunteers must also have undergone an application and interview process, and then a training on various protocol like hospital emergency codes.</p>