Too Real

Tomorrow marks the return: Return to school schedules, to the fellowship of colleagues, to the routines we teachers use to prepare the path we will travel with our students.

I look forward to the mass reunion, to the hugs, smiles, waves and quick catch-up conversations that remind us of where we left off. I’m prepared for the variety of meetings, large and small, in which my colleagues and I question, clarify and plan our first steps into a new school year. I have participated in this ritual over twenty times – always with variations – but in its essence it remains a kind of constant. At this stage of my career, this offers a certain degree of comfort, a sense of orientation. I know where things are. I am familiar with how things begin and how they are likely to proceed. I am a veteran. I belong here.

On the other hand, …

I fear the crush of speed chatting, the sense of overwhelm in the face of sudden exposure to too many elements at once. I worry about not being able to respond adequately, that my smiles may run out; that I’ll freeze up and wish I could run away and start again on another day. I know there will be meetings with too much information and not enough time to digest it so that my questions 2 days later will seem like stupid ones. In those meetings I will either talk for too long or not at all and it will never feel like I said the right thing. I will go home drained and nervous because maybe, after all, I don’t belong here.

These are feelings. They are mine. They are real and they are all over the place; never static.

At the beginning of his keynote at the Digital Pedagogy Lab Institute, Chris Gilliard took some time to address a topic that had been on many participants’ minds during the week-long event. To a musical backdrop, he read a series of statements which were impactful and emotive even if you lacked the specific context they were generated to address. Particularly his first statement gives me pause.

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“being too real”

This is truly something to fear. And the more often I read the statement and listen to Chris speak it, the more deeply it reveals itself to me; where it fits in my story, how it relates to my yesterday, my now and my tomorrow.

“Being real” is something I can do quite well in my classroom with my kids. In the course of the school year my students will know me serious, silly, annoyed, patient, harried, calm, forgetful and attentive. They will see me perform miracles and manage epic fails. They will see all of my hairstyles and comment on them. They will ask me questions and figure out if I will respond with a question of my own, answer directly, tell them to ask a friend or just look at them and wait. By the end of the school year my students will have a strong sense of knowing me because I will have been real with them all along.

Being too real is more of an adult-adult conundrum. How I show up with and for my colleagues will have a lot of contextual dependencies. While I can and strive to be respectful and kind to everyone in our community, being real means that I can also be honest when things aren’t going so well, that I trust you enough to listen in a helpful way. Being real means that I can tell you what’s really on my mind with regard to a given topic and not fear your judgment. Being real means that I can tell you what it means to belong and not belong at the same time over decades in the same institution.

Yes, Chris, there are a lot of spaces in which I fear being too real. Overcoming that fear every day is my personal and professional development project for life. Thankfully I work with children who mirror that struggle in myriad ways and together we practice being real with each other day after day. Over time, they and I get better at it.

 

Games, Rules, Power and Play

While planning for my workshop Games, Rules, Power and Play, I stumbled upon many resources which I found helpful or entertaining or both.

Here’s a selection:

Deep Fun with Bernhard DeKoven

This site is a wonderful place for anyone interested in the lightness and wonder games can offer us. Besides offering a tremendous collection of all types of games for players of all ages, blog posts and articles provide encouragement and support in developing one’s capacity to engage in “deep fun.”  Really glad I found this!

In search of good word cloud creator I found this game site, ABCya!, aimed at elementary kids and was actually both delighted and challenged by some of the available games. Kid friendly interface. Yes, I would even share this with my own son. And the word cloud generator is awesome!

At Digital Pedagogy Lab Institute Vancouver I introduced the workshop agenda in the following way:

  1. We are going to play some games.
  2. We are going to take time to raise questions and offer observations about what we experienced.
  3. We will play some more.
  4. We will pause to question and reflect.
  5. We will need to wrap up and this may be hard because we’ll just be hitting our stride and having so much fun but even that part will have a playful element to it.

Given that, here’s my request of you:

Please let go of whatever notions you have about what a workshop at an academic conference can or should look like.

Let yourself play. Let others play. Let’s play.

Have the experience rather than theorizing about having the experience.

And we played:

This is my nose

Blah, blah, blah – in which pairs practice talking and listening to each other at the same time, changing subjects on the signal and continuing their partner’s line of conversation.

We spent a bit of time looking at definitions of the word game and considered the question: What do games offer us – as individuals, in groups, within a culture?

Ed-Tech Hyperbole (Using the attached word grid, players tried 3 versions)

  1. On your own- Come up with as many ed tech slogans as you can. (2 minutes)
  2.  Versus a partner:  Try to form a hyperbolic sentence that uses as many terms as possible but still makes sense.  (competing) (90 sec. )
  3. With a partner: Create 3 great slogans together Or create your own 100 word list for a particular instance (cooperating) (3 min)

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Reflection points:

Which version of play appealed most? How did you experience yourself in each of the game settings?

On the topic of power I offered:

This workshop is really too brief to try to address the many ways in which power is enacted, formalized and expressed in games and their structures. Rules provide frameworks for distributing power and authority. Players engage and may apply rules in any number of ways – strictly, loosely, consistently, haphazardly. How these variations are managed offer a whole other field to observe power relations in effect.

My request to you is to keep your eyes and ears open for power dynamics in this workshop. What have you observed in yourself and others? How might games in the classroom offer opportunities to demonstrate and discuss power dynamics in the group and in general?

And as predicted time was running low and we needed to wrap up.

We finished with a stand-up round of non-verbal feedback. Participants were asked to share their impressions of and/or response to the workshop by either humming or giving a physical representation (gesture, pose, movement).  A lighthearted conclusion to a playful and reflective meeting of the minds.

As facilitator I enjoyed the privilege of working with participants who made my job look easy-peasy. I do believe that game environments have a great deal to offer and teach us in a variety of contexts. Hosting this workshop was my way of sharing some gentle reminders that joy, fun and laughter have a place in serious learning at all levels.

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