by David Thomas
The summer term starts next week. And I’m not ready.
Oh boy.
Even though I study fun, publish about fun and am teaching The Architecture of Fun this summer, I’m really worried that I won’t be, or the class won’t be, or the students won’t have any…FUN. Knowing play matters and making play matter are different things. Sometimes I feel like a play expert. Then again, every time I get ready to teach, I start to worry that I’m not as much fun as I think I am. As a result, I am always challenged to be more playful in my classes, to find more playful ways to teach and to encourage my students to have more fun in their lives and studies.
Sure, I have surrounded myself with playful professors and learned from their techniques. Still, I still find myself stalling when it comes to adding new fun stuff to my class. Lisa addressed many of the reasons why in her post The Wall. Suffice to say, The Wall is a real thing for me and I still cast a jealous eye toward those teachers who can pull off a costume or a regular classroom carnival. As for me, I am always worried that my new play techniques won’t be good enough.
To beat back that worry, I remember: I know how to do this. As someone who has worked in and around faculty development for the better part of my career, I have some good advice to give myself. Here’s a few things I am coaching myself on these days. Maybe they can help you too!
- Don’t try a million things. Pick one or two new things and them out. If they don’t work, no big deal. You can rely on the tried-and-true stuff to ensure your class is going to be effective.
- Tell the students what you are doing. Don’t buy the Karate Kid school of training, where your pupils suffer some random stuff until you enlighten them later how your arbitrary lessons were actually teaching a core truth. Just explain your approach at the start: Play is good for you. Play will make you more effective as a student. Play will make you more effective as an employee. Play will make a difference, so we are going to play in this class.
- Don’t be afraid to be foolish. Your students already expect that you are an expert. You don’t have to prove that. Bring a little vulnerability to the classroom. Your students will forgive you if you try something cool and it doesn’t work.
- Plan ahead. Play is fun and freeing. That doesn’t mean you shouldn’t prepare. In fact, if you try something new, feel free to overprepare. You can always adjust on the fly!
- Be patient. The classroom isn’t a comedy club. You don’t need immediate feedback. Give your students time to digest and integrate. This play stuff might be new to them. It will take them time to trust it.
- The research is on your side. This isn’t just something to do for novelty’s sake. The outcomes have been shown. I just need to trust the process.
- Have fun while you play and teach. If nothing else, it will make you feel better. And that can’t help but make this summer class one worth teaching.