The Importance and Value of Play.

“Heyyyy yea, yea, yea, heyyyyy, yea, yea! What’s goin’ on?”

I often play music in the background of my classes. These are normally lofi, calm, or zen meditation collections. Today, we had a request that turned into 15 middle schoolers working and belting out Four Non Blondes . The joy was palpable, as students who no idea what the song was followed along, learning the chorus from their friends and joining the impromptu concert.

Joy. Why can’t learning be joyous? What does that look like? Is it engagement? Active questioning? Or, is it as simple as incorporating opportunities for play?

It does not have to be perfect, and it does not have to be forced. For example, I watched students play with language in an assignment that asked them to look up “old timey” words, such as “Hootnenanny” and “Scattywampus.” The giggles were everywhere, with students digging into the etymology of each word, making connections with current words, or using them to replace current vocabulary. Although the words seemed “Suessical,” students were engaged, sharing, and were challenging each other to use the words in sentences. From this, they branched out into what other words may be related that they use today. They even began to incorporate them as slang. (Anything to get rid of “6 7!”)

Challenges, AI quests, games, and inquiry all contribute to joyful learning. Our school has a no cell phone policy, which I have had to address once this year. ONCE! When I ask students about why they are not called to their phones, the answer surprised me.

“Mr. H. When were are engaged in a topic or activity, we don’t even think about our phones.” (*insert shocked and proud teacher face here.)

The challenge of educators is not necessarily content, but how we allow students to access that content. This does not eliminate reading, writing, calculations, and facts and figures. Rather, it is up to educators to look around the topic to find relevance and meaning in our subjects.

For example, in our neuroscience unit, I challenge students to rethink their thinking. We complete some reaction time labs, take a stroop test, tackle why their brains don’t multitask, and answer the question “Why do you often respond to me with the always popular, I thought that you said? We are anxiously awaiting the new Google AI Quest, “Laughter Lab.”

Well, this IS embarassing! Where is the joy? If I am constantly competing for their attention, what are students missing?

If you could command their attention, what would you change?

I am a big believer in challenging students by giving them voice and choice. Their neuro challenge was to tackle what happens to the brain when it is introduced to severe conditions. They take a 360 – degree virtual tour of climbers on Mt. Everest, generating driving questions (the number of bodies up there often astounds their thinking.) They then generate their own mental tests to give before and after climbers attempt Everest. They have to rationalize what tests are most important, designing data to be analyzed by AI to determine changes in cognitive ability. Letting them dive into AI, the brain, and challenge their thinking about how brains can be changed/ altered by extreme environments. This same model has numerous applications, including participation in citizen scientist programs such as Eyewire. Engagement providing opportunities for joyful learning.

As a science educator, I am constantly searching for relevance and meaning for my students. If not, I am just standing there, telling them information that they can look up on their own. *Shudders* Asking the question of “why” might they need this? Where could they apply information?

I continuallly need to remind myself that my students are kids. They are simultaneously attempting to leave the world of toys behind, while also being concerned about who may be dating. It is a lot on their development, so an injection of play can provide an academic bridge for struggling kiddos.

Now, please understand that I see all that teachers are doing. All day. Every day. Nothing about education is seemingly easy these days. In speaking with my colleagues, there is often the comment that there “is no time” to make one more thing, do one more thing, or try something that would add to the already overflowing plate.

So, how can you inject fun? Start small.

1. Soft start to class. Class discussion (Is a hotdog a sandwich? Is a thumb a finger? What is a food that you could not live without? Can matter be created?) or a soft movement/ stretch. There are numerous one minute meditations that helps those more “squirrely” children. How can students be featured at the beginning of class?
2. Fun formatives! How can students create to demonstrate their understanding? My students love to play their version of the game Hedbanz. Take a concept, vocabulary word, or concept where students design 10 cards, holding them up to their foreheads, while their partner attempts to get them to say the word or term through hints and gestures. This leads to a lot of laughter, and you can watch and listen to gauge student understanding.

3. Consider what you have to do with the first five minutes of class. statistically, teachers take about 11 minutes to begin class. How is this time spent? Are there options for students as they walk in to engage with their day? How can the beginning of class foster joy?

Small changes to existing routines can create a tidal shift to your classroom culture. Thoughts?