Play To Learn, Learn to Play

As education continues to move toward proof of student’s academic learning through testing and statistics, it inadvertently moves further away from understanding whole student, development and the life-long learning process of learning. The reason for this blog is to reach an audience who is interested in practical application as opposed to theoretical rhetoric, and I acknowledge that the overall goal of academia is for our youth to be educated so they are productive and successful members in our society. When I was a student teacher, my master teacher had a great saying: Play to Learn-Learn to Play. His understanding of his kindergarten students was that if the teacher/facilitator/parent, realizes that children, and for that matter adults, enjoy interacting on a non-stressful and engaging level, the activity can teach them the same concept as “practicing” the information with pencil and paper. Soon, I will be releasing an ebook that give 25 free (or nearly free) practical ways to practice reading with your young child. Please stay tuned!

Finding Motivation

I often hear teachers discussing the concerns of extrinsic rewards. How the student needs to do the activity, assignment or projects and just feel good about it (intrinsic reward), and they shouldn’t have to give them anything else. My response is this: Why do adults get extrinsic rewards, often rewarding themselves, but yet children/students, have to “feel good about their work” without rewards? Usually the response is, I don’t have extrinsic rewards….Oh yes, you do…that “mocha latte, the paycheck, the nice car, the new “gaget”, the lastest phone, the vacation “you need”, and on and on. Bribing the student “if you get this done, you will receive that” is a different arguement, and not for this post. Just be aware, that everyone has a “modiva” (a motive), and finding what motivates your students, even if it is extrinsic reward, is a valid way to promote students participation.