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When someone asks how your day was, do you say, “it was so satisfying?” Do you exit a roller coaster and exclaim, “That was a very satisfying ride?” When you last dined at a 5-star restaurant, did you tell the server that you just couldn’t wait for a satisfactory meal?
Hopefully, you answered no to all of these questions. Hopefully, your day, your roller coaster ride, and your fine dining experience were wonderful, amazing and, most important, involved the F word — FUN!
For most people, yearning for fun is a basic response to many situations. Shouldn’t this be true in teaching and learning?
The answer seems obvious, but I learned recently that many teachers believe that it’s more important for learning to be satisfying, rather than fun. Witness this Twitter conversation:
I just read a comment on a blog post in which a teacher said that lessons should be “satisfying,” rather than fun.
Can you imagine asking your kids, “How was your school day?” and their answer being, “it was satisfying.”
If “satisfying” is your best, it’s time to re-evaluate.
— Mark Barnes💡 (@markbarnes19) January 10, 2019
The article that inspired the Tweet was by a blogger, suggesting that it’s not important for learning to be fun. If you read the comments on the Tweet linked above, you’ll see that some people agree with the blogger, while others believe academics should be both meaningful and fun. Here’s one example from that Twitter conversation:
Why does school have to be “fun”? So many educators sacrifice learning for activities that are “fun” but that don’t support the instructional core. How about school should be meaningful?
Here’s another tweet from the same thread:
I definitely prefer satisfying as it connotes a long term feeling and memory. Fun is just a split second like a laugh after a joke. Satisfying feeds the soul.
I emphasized more than once that there is rarely a time that learning can’t be both meaningful and fun. Granted, it took me a long time as a classroom teacher to understand this.
When I finally learned that making lessons and assignments fun would entice even the most reluctant learner, everything changed in my classroom, and the F word became the standard in my classroom.
Bring on the F word
Mike Roberts, author of Hacking Classroom Management, is a big fan of the F word. Here’s what he writes about it in his book:
At South Bonneville Jr. High in the mid 1980s, Mrs. Rowberry’s room was the place to be! In the mornings, she would open her classroom early so we could hang out. At lunch, after chowing down our food, we would head to her room and draw pictures on her chalkboard. And during class, well, that’s when things really got interesting.
I remember her telling us stories about her childhood. She also gave us a few minutes each week to share the latest (appropriate) joke we had heard. I think of the times she had her husband come to class and play songs for us on his guitar, and us making up geography lyrics based on some of the most popular songs of the time.
And more than anything else, I remember wanting to impress her, because I didn’t want to be the reason that the fun would end. So while it was fun that drew me in, it was my respect for her that kept me in check.
Current high school junior Sydney Young understands the connection that Mrs. Rowberry made with her students, and she sees the benefits that come from weaving fun into the daily curriculum. “Fun related to the material, such as watching a video, hearing jokes, or getting on a tangent all feel like off-task fun, but actually lead me to make new connections, enjoy the material, and spend time processing the information.
“The best classes I’ve had blended the curriculum with a perfect combination of fun and mini-celebrations, and it’s that combination that led me to be successful that class,” Young says. She adds that the value that comes from these experiences runs much deeper than simply gaining a better understanding of the content.
“During these activities and celebrations, I connect with students I might not normally speak with, which increases my confidence about participating in discussions or presenting because I feel as though I am amongst a large group of friends.”
Mrs. Rowberry knew how to use the “F” word in her class, and Sydney sees its benefit from the student perspective as well. Are you willing to add the “F” word to your class?
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