I never want to get up in front of the class and be unprepared, but sometimes you won’t ever know you’re unprepared unless you get up in front of class.<\/p>\n
Since I first started teaching I’ve always wanted to use a set of games to teach economics principles. \u00a0I have\u00a0a rose-tinted vision of how the game would work, how the kids would immerse themselves in play, and debrief at the end to\u00a0discuss things like comparative advantage, or the creation\u00a0of money. \u00a0It was scheduled for today and I was making last second tweaks right up until class time. \u00a0Once class started the game went by in a blur, most of the time was me trying to make sure the game was written and explained clearly enough for kids to get it. \u00a0We ended up spending an entire class period on it, and we didn’t even finish.<\/p>\n
Let’s go back to the morning, before the game started. \u00a0I had in my head how the game was supposed to work. I had a sequence of steps for the game in my head, and a powerpoint for kids to follow.\u00a0There was\u00a0a spreadsheet system for logging data. \u00a0I ran and borrowed a\u00a0bunch of small whiteboards\u00a0that\u00a0kids could use to communicate, then added that into the workflow of the game. These tweaks took place all morning, right up until it was time to teach. \u00a0I was reminded of my mom getting Thanksgiving dinner together right before the guests arrived.<\/p>\n
When it came time to get the students to play it, my brain was trying to create when it should be trying to execute. \u00a0I was approaching the game as a work in progress and not a finished piece. \u00a0So when one group came up and asked if they could rename one part of the game something else, the creator in me thought “that’s not a problem”, when the executor\u00a0in me should have said “that’s a good idea, write that on your exit slip and\u00a0maybe next time.”<\/p>\n
When creating things, lessons or games, there needs to be some distance between the act of creating it, and the act of executing it. \u00a0Sometimes I can create that distance instantly. \u00a0I can stand at the board and create rote problems quickly, (like\u00a0a three-step equation with\u00a0\u00a0negatives, the distributive property, resulting in an integer) and immediately walk away from the board and not question whether the task is right, or could be done better. \u00a0Experience shows\u00a0me the potential pitfalls, and what success looks like. \u00a0With this game, I was trying something outside of my\u00a0experience and was unsure of the task itself.<\/p>\n
It’s unsettling\u00a0to be in a class where you don’t have a task you’re\u00a0completely confident about. \u00a0You\u00a0still look for ways to make it better, less complex, and in a lot of ways easier for the kids. \u00a0Turning that switch off and becoming the impartial judge of the\u00a0tasks is an important part of making things work well with kids. \u00a0Being able to separate your self and your creative process from the task, being able to walk to the back of the class and say “That is quite a problem up there, what should we do?” is really important for the task’s success.<\/p>\n
As kids got started on the game, there were problems. \u00a0Some were confused about the computer, others were doodling on their white board, and the name change I allowed confused two groups. \u00a0 The creator in me at this point was yearning\u00a0to get back to the drafting table and start making fixes to all these parts of the game. \u00a0I could have said “Alright guys, this isn’t working. Get out some paper and copy from the board” and whipped up a bunch of equations to solve. \u00a0Instead I\u00a0had to turn the creator off, and let the executor make sure the game gets finished. \u00a0I was able to distance myself from whether or not the task was ideally formed, and spent the rest of the class pushing kids to understand it\u00a0as it was written. \u00a0There was certainly something for the kids to understand in this game, and I\u00a0focused on making that visible.<\/p>\n
#MTBoS30 18\/30<\/p>\n","protected":false},"excerpt":{"rendered":"
I never want to get up in front of the class and be unprepared, but sometimes you won’t ever know you’re unprepared unless you get up in front of class. Since I first started teaching I’ve always wanted to use a set of games to teach economics principles. \u00a0I have\u00a0a rose-tinted vision of how the […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"Toughing through it","jetpack_is_tweetstorm":false},"categories":[4],"tags":[11],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4xz6U-2P","_links":{"self":[{"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/posts\/175"}],"collection":[{"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/comments?post=175"}],"version-history":[{"count":1,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/posts\/175\/revisions"}],"predecessor-version":[{"id":176,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/posts\/175\/revisions\/176"}],"wp:attachment":[{"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/media?parent=175"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/categories?post=175"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.coast2coast.me\/carl\/wp-json\/wp\/v2\/tags?post=175"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}