Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.
Before she became a teacher, Maxine Kennebrew’s days were measured in hard numbers.
I could say, ‘Okay this was a good day, we ran 1,000 engines today,” said Kennebrew, who formerly was a systems engineer for a Detroit automaker. “It was very tangible what I was accomplishing. In teaching, you can’t always measure what you accomplish, but you can feel it. The end of my day usually feels a lot better than it did.”
Now she’s combining her skill sets as Denby’s new robotics teacher, guiding students through a certification program that the district sees as a step toward training students for careers. Last month, FANUC, a manufacturer that supplies robots to the Detroit auto industry, donated eight robots to high schools in the Detroit district, including Denby High School, where she teaches science.
The armed-shaped devices delivered to Denby two weeks ago can be programmed to automatically carry out a huge array of tasks like handling food or sorting pills.
“These were everywhere” at the manufacturing facilities where she used to work, Kennebrew said, adding that she hopes the class will help students find jobs with good pay.
“The cool thing about this robot is that it can record your motion and do it again,” said Alantis Clayton, a junior at Denby. “It’s like training a pet to do something.”
Kennebrew started at Denby as a long-term substitute teacher six years ago, when the school was part of a state-run recovery district. She went on to become a certified chemistry, physics, and now robotics teacher.
Our conversation with her started with robots, then branched off into forensic science and the challenges her students face at home. The interview has been condensed and lightly edited for clarity.
What’s the hardest thing about basic robotics?
At Chrysler, I trained older autoworkers to use new robots. They were scared of the machines, they were scared to touch them. They had to learn to interact with them, to do cooperative work with the robots. My first day with the students in class felt very similar. They would all point to what they needed the robot to do, but no one wanted to press the button.
Tell us about a favorite lesson to teach. Talk about chemistry if you’d like — you’ve been teaching robotics for less than a month!
My students have not had consistent science instruction. I don’t think they had a science teacher last year. My entire goal is to make them understand what science is and to make it fun, so they want to come to class. So I’ve arranged for lectures for them from people who use chemistry in their daily lives
The first one was with the state police forensics department, and they were amazing.
I was so proud of these students. The detective said it was his favorite class. He had 54 slides, and he never left the first one because they asked so many questions.
What’s something happening in the community that affects what goes on inside your class?
Stability. I don’t think adults realize how much instability affects the students. When you hear talks of school closures, talks of a business closure if their parents work there.
I feel like there’s always worry in their brains, and it’s hard to get them to be normal students, because you want to acknowledge what they’re going through but you don’t want it to stop them from growing and learning.
It’s hard to say for the next 90 minutes, ‘Ignore what’s going on outside of here, ignore the worries you have.’ It’s hard to place such a high importance on being in class when you know what they’re going through.
What part of your job is most difficult?
I always went to really good schools, and it’s hard to stand in front of the students and put on a happy face when you know things aren’t fair. It’s hard to do.
I try to be as real with them as possible. Things aren’t fair, but we’re not going to let it stop us from achieving what we can achieve.
I’ve borrowed materials from anyone who will loan them — the Detroit Children’s Museum, the Science Center.
I don’t want them to think that because it’s not here in front of you there’s not a way to get it done.
Do the new robots help that feeling at all?
The new robots did make me feel better. I want my students to feel special but I also want them to feel normal, that they go to school and that is what’s there because it is supposed to be there. They should have an AutoCAD lab and a coding lab and a robotics lab. They should have electives to choose from. It makes me feel better because there are kids on a waiting list to get into the class, who come by my room and ask if I have space for them. But I’m still angry because it is not the normal — yet.
What’s the best advice you’ve received about teaching?
That I can only control what’s inside of my classroom and make sure my classroom is an amazing place.