Sunday, April 27, 2014

Let's Play a Game: Questions about Competition



For the most part, I enjoyed elementary school, but one of my least favorite memories of those school days is playing duck-duck-goose in gym class. I recall my stomach lurching as one of my peers came around the circle, uttering: "duck, duck, duck. . . ".  Goose?! Augh . . . would she tag me?  I dreaded the moment that I'd have to jump up and run as fast as I could around the circle, while everyone watched. Would I run fast enough?  Would I make it around without tripping? I wasn't clumsy, and I was capable of running fast, so it wasn't a matter of incapability. It was fear of looking like a fool.  Fear of failing in front of others.  Despite my love for teaching, I'm inherently shy, and according to Susan Cain's new book, Quiet, I'm all-introvert.  And one of the things introverts hate is being in the spotlight, especially if others are watching us as we complete a task/answer a question.  So, the act of standing up when tagged and running around a circle of my peers, under pressure to not lose, was pretty much torture for me.

Recently, I played my first game of Bananagrams with some dear old college friends, and I admit to not only being bad at it, but also to not enjoying it (ok, there's a connection there).  I like words, and I like scrabble, but what I felt when I had to race to create words, was not unlike that old duck-duck-goose lurch. It was the competitive element--in tandem with my genuine desire to create words--that I found frustrating and downright unpleasant.  I'm guessing that my brain even worked slower as I was overtaken with the anxiety the game provoked.  The experience soured even more when a couple of my friends fiercely argued over words (are two-letter words only used in the math world valid?). Granted, it was all in fun for them (I think), but I experienced a vague sense of anxiety, not fun.  After several rounds, I ended up playing a slower, non-competitive version of the game with one other friend--something I made up with my son, who also didn't want to play Bananagrams by the usual rules.  My friends went out and bought a dictionary the next day to help mediate future arguments.

School is full of games.  In fact, school, depending on how it's played, can be all about competing: GPA's, SAT's, awards, sports teams, spelling bees, prom king/queen . . . all about competition. For some, school is simply a game: we figure out the rules made by teachers, and we jump the hoops (do the HW, take the tests, etc).   Is this a good thing or a disservice to those not motivated by winning--or for whom games makes us anxious?  I know that being an introvert doesn't necessarily mean one isn't driven by competition (just like being an introvert doesn't mean I don't love being in front of the classroom), but given that I'm sure there are other students like me in our schools, do we depend too much on fast-paced, competitive, public games?  Do we organize schools in a way that most benefits those who are motivated by winning, instead of those who are more inherently motivated?  (According to Cain, schools definitely favor the extroverts, as speaking up in class, being the outspoken leader in groups are rewarded above quietly reflecting in writing or deeply focusing on work by oneself, though she doesn't address any link between introverts and competition).

What is the role of competition in learning?  Does it motivate students?  Does it help or hinder learning?I don't know enough about brain research to understand exactly what happens to the brain when we compete.  I wonder if the part of the brain that is activated during a fast-paced game is helpful to learning.

Do those games we play in the classroom to review content or learn vocabulary provoke fear or excitement in students?  My answer is yes.  Yes, some students are motivated and excited by competitive games, which was clear as I watched my two friends battle it out in bananagrams. And yes, others will be filled with fear when you utter the words, "we're going to play a game."  I suspect that this feeling will not help those students learn.  On a more dramatic level, I wonder if students who always feel like they're losing the "game" of school are also the ones who sit in the back, not saying a word--or who eventually drop out. What would happen if it felt less like a game?

I wonder what percentage of people/students are motivated by competition. Do we live in a culture that assumes this is the way to go?

I wonder if the usual teacher practice is to think of ways to make it a game, making the assumption that game equals fun.

I know that I have used competitive games in my classroom.  I am a believer in variety because in my experience, students learn in different ways and are motivated by a variety of factors.  I need to mix it up in order to reach many students.  However, I think we as teachers also need to ask ourselves what our goal is when we create a climate of competition in our classrooms.  Administrators may ask themselves the same about competition in schools.

Here are a few ways I've used competition in the classroom--and feel (mostly) good about the results:

1) Definition game, Balderdash, works great on a Friday afternoon, when students may need a break from content or after a test. I keep it low stakes (no one is put on the spot, for the group works together and even though we keep score, it's kept light by goofy team names and the focus is on the fun of the definitions).  This game often results in creative, hilarious word definitions--and lots of laughter.  (message me if you want to know my process/rules).

2) Jeopardy-like game for test review.  I have mixed feelings about this one: on one hand, students seem to have fun and the material is covered.  On the other hand, does it also result in a loud, even mean-spirited activity that quieter students feel uncomfortable with?

3) Film-making class (see earlier entry, Want to Challenge  . . .). Although not the main focus of the class, there are competitive elements.  For instance, not all students' screenplays are chosen to produce (out of necessity), so students make their preferences.  And on the final film festival night, there are "judges" who give feedback and decide on winners.  Usually, out of the four films, there's one "best picture" prize, and 3 others for specific elements that were done well (things like, best editing, best use of ensemble cast, etc.). I decided to follow in the footsteps of the tradition of Hollywood film awards in this case, and I don't think it has hindered students' learning (though I have no actual proof).


What do you think?  Do you like games or not, and what is the place of competition in school?

"Competition brings out the best in products and the worst in people.” 
― David Sarnoff founder of RCA

“Real learning comes about when the competitive spirit has ceased.”
-Jiddu Krishnamurti