Sitting in a circle, fourteen teachers speak our names in rhythm with quarter notes: Lau-ra. Blue. James. Blue. There is nervousness, laughing; one tries to show off and flops, another gains confidence after a timid first attempt. We are teachers, so playing the student’s role forces them out of our element.
This week I was privileged to be able to assist Michiko Yurko at a workshop of Music Mind Games, the cooperative theory games I use in my piano lessons with great success. During our orientation, I took great interest in this list of answers to the common question, "Why games?"
As I took notes and listened to her talk, I realized these were all things I was aiming for in classroom teaching, too. Why can't I play grammar games with my literature classes, or brainstorming games with the budding authors in Creative Writing? I suppose because it would take a lot more work than the traditional methods. Maybe I can come up with just a few for this year. Any ideas?
This week I was privileged to be able to assist Michiko Yurko at a workshop of Music Mind Games, the cooperative theory games I use in my piano lessons with great success. During our orientation, I took great interest in this list of answers to the common question, "Why games?"
- It’s easy to hold students’ attention with a game; everyone loves them.
- Students relax and learn faster. As Michiko said, "When their minds are open, you can stuff all kinds of things in."
- Memory training happens naturally. As a musician, you need to have an excellent memory, one that serves you even in a chaotic situation.
- Students learn to work together cooperatively. There are lots of implications here for careers, religion, and even personal relationships!
- Students feel progress and a sense of accomplishment, whether or not they win.
- Students are empowered to learn rather than to be taught.
- Students are happy to repeat games, which is fundamental to learning. Every teacher would love to phasing herself out, looking on while students work on their own; playing games enables her to do that.
- Games engage multiple learning strengths; visual, oral, kinesthetic.
- Games are adaptable to different ages as well as different subjects.
- Games create a manageable sequence of skills.
- Games allow teachers to personally relate to each student – instead of thinking about a class, you’re thinking about a person.
- Games allow teachers to evaluate comprehension and track progress without testing. Students learn from each other, and teachers learn from their students.
- Games are fun for teachers, too!
As I took notes and listened to her talk, I realized these were all things I was aiming for in classroom teaching, too. Why can't I play grammar games with my literature classes, or brainstorming games with the budding authors in Creative Writing? I suppose because it would take a lot more work than the traditional methods. Maybe I can come up with just a few for this year. Any ideas?
