When the Student Becomes the Teacher...
I worked as a Plumbing Instructor for 15 years before coming to Barstool. First at a Vocational High School, then for two years at a Proprietary School, finishing the last seven years of my teaching career at a Comprehensive High School where I designed and built the shop, wrote the curriculum, and in under two years, got the program Chapter 74 Certified by the MA DESE (Massachusetts Department of Elementary and Secondary Education).
Every student at a Vocational High School alternated between shop and academics, some weekly, some every two weeks depending on the school. Students have to pass their vocational classes or they can be sent back to their sending schools (local high school). Comprehensive High Schools offer vocational programs, but they're not mandatory, more like three-year electives, and normally meet for only one period a day like an academic class. Proprietary Schools, which can be privately owned, are not overseen by the DESE, but rather follow guidelines set by the state licensing board. They're for individuals who are out of high school, working in the trade, and are serious about becoming plumbers. Proprietary Schools must be accredited by the state so they can award their students classroom hours that can be applied towards licensure. As a plumbing instructor at the proprietary school, I taught using a curriculum approved by the Massachusetts State Board of Plumbers and Gasfitters.
I enjoyed teaching at all three types of schools, giving the nod to the proprietary school because it was adults ranging in age from 18-50 and I could tell jokes and stories that might have gotten me suspended or fired at a public high school. I was not the easiest student in high school, but I spent a whole lot more time in the principal's office as a teacher than I ever did as a student…
A lot of what I taught at the proprietary school I also taught at the high schools. I remember one afternoon after class let out at the proprietary school one of the tougher-looking guys approached me in the parking lot and I wasn't sure what to expect. Then he reached out to shake my hand and proceeded to thank me for teaching him about plumbing. It happened all the time at the proprietary school, but infrequently at the high schools. If it did happen it was usually students who were graduating or had already graduated and came back to absolve themselves. Younger students didn't understand how hard teachers work to prepare, engage, and educate them despite their unrelenting resistance to learning. Teaching can be a thankless job, but occasionally a high school student showed his/her appreciation when it was least expected and that always blew me away.
The longer I taught at high schools the easier it became to identify the serious students from the ones who couldn't care less about a career in plumbing. During freshman year students go through an "exploratory" where they spend time in each shop to help them make their final decision. At the Comprehensive, they came into the plumbing shop for 8 days, which was actually 8 hours (later reduced to 6) and that was when I put my recruiter hat on, trying to attract students to my shop. They got to meet me, tour the shop, learn a little bit about the history of plumbing, and ultimately learn about a career in the plumbing trade. They were given one hands-on piping project to do and after completing it we pressure tested it with 93 psi water, which was always a lot of fun, especially when one burst.
There were ordinarily between 16 and 21 students in my exploratory classes, a mix of boys and girls, and of all the grade levels I taught I enjoyed the exploratory the most. Some kids immediately liked the shop and by the end of the class told me they wanted to be in the plumbing shop. In order to keep my job I needed to have full classes, which was anywhere between 12 and 21 students at my last position. DESE recommends 12-14 for one teacher in a plumbing shop, but school funding is based on how many seats are full and it wasn't uncommon for me to have 21, which was a lot to keep an eye on.
Chad shined during exploratory; his attention was focused and I immediately knew he was serious about a career in the plumbing trade. During his sophomore year he was an absolute stud, completing projects quickly and meticulously. At one point I wanted to start building the 70' long x 14' high x 14' wide two-story mock-up apartments I proposed and later designed, and I needed volunteers. I had the support of one school committee member who I discussed my plans with at a school event and he wanted to get involved to make sure it got done. Mike's nephew was already in the plumbing shop, and a few years later his oldest son became a plumbing student as well. Mike recruited two experienced carpenters and I got three students to volunteer on a regular basis. We worked every Thursday night from 5:30 to 9:30, sometimes later, and on some weekends. Chad was one of the student volunteers. We called Thursday night "Construction Night" and we ordered pizza and although we worked hard, we had a lot of fun and the kids learned about building construction. It took about a year and a half to complete, but the 9 mock-up apartments were the best part of the shop and gave every senior an opportunity to pipe and install a live, 3-piece bathroom on the second floor with a washing machine hook-up in the basement (first floor). Chad was part of the first class to work in the apartments and he was the first one done.
Chad became a student member of our Advisory Committee and then remained on the committee as a plumber after graduating. At one point he spoke at a dinner in front of 150 people, explaining how important his time in the plumbing shop was to him personally and to his career. It was a great moment for him, the school, and the program. When Chad said, "I always thought Mr. LeVine was making us do things the hard way, but after working in the trade I realized he was making us do things the right way" I was blown away.
Every shop has to have a pull-up bar (see apt. #7)
After graduating in 2017 Chad immediately went to work in the plumbing trade where he learned about heating, ventilation, and air conditioning (HVAC), things we didn't teach in the plumbing shop. I keep in touch with a lot of former students, trying to help them any way I can. I've helped kids review before testing for their licenses, set up job interviews, and helped troubleshoot difficult installs and repairs over the phone. I watched some of them open their own businesses, become members of unions, and develop into outstanding and successful individuals. I always told them "Your success is my success", and I meant it. Nothing makes me happier than seeing my former students doing well in life. And that's when the teacher-student relationship turns into a much-valued and lasting friendship.
When I needed to replace my mini-split AC unit in my house I called Chad for some help. After Chad and I replaced the older unit, it was time to install a separate unit in our unfinished sunroom, a project that because of COVID, was in year two of construction. He arrived on Saturday at 11:30 and by then I had the outside unit mounted on the wall condenser bracket and the inside unit on a hanger. (of course they were perfectly plumb and level!)
We had a lot of fun working together and Chad displayed the same focus and attention to detail that I witnessed when he was a student in the plumbing shop.
When the student becomes the teacher the result is truly amazing. Chad's experience with mini-splits put him in the lead role on this job and I didn't mind being his helper one bit. He did a phenomenal job!
I believe to be successful at anything takes determination, commitment, and pride, all things that can't be taught in a classroom. While we wrapped up the job it became obvious to me, Chad has all of these qualities and I couldn't be more proud…