So. What is Peace through Play? This is less an actual question, and more of a philosophical conundrum – with many possible answers. However, there are some common truths which ring true throughout all of our work with students. The following tenets are meant to aid you in implementing the values and spirit of our organization. With that said…
1. Peace through Play is what it needs to be.
Yes, we have a curriculum. Yes, we sort games by theme. Yes, some programming is labeled “Imagineering” and some is not. HOWEVER. Do not let any of this stifle teaching what you feel the classroom needs most. Maybe what the students need most is a safe space that encourages their interests and leaves them feeling accomplished. If so, provide it. Maybe your students would benefit from two weeks of Our Space – if so, go for it. As long as you are truly trying to do something – extending a genuine effort, offering something your students would not receive otherwise – then you are acting in the spirit of Peace through Play.
2. Knowledge is Power
It is true that we are not here to teach specific subjects. But that does not mean we can’t. Children are curious – or at least should be – and a child’s curiosity can be a wonderful tool for engagement. When children want to learn, encourage it to the ends of the earth.
Knowing things is incredibly empowering. Do not give them wrong answers to speed things along. Rather, be patient, and explain it as best you can. Teach them new words to illustrate new emotions. Integrate historical figures into prebriefs. Look up fun facts about dinosaurs, should that pique their interest. You can become a teacher so seamlessly.
3. Never EVER leave a student without something to do
Ever. Ever, ever, ever. EVER. Even if the student is being reprimanded – in fact, especially if the student is being reprimanded. Offer them a small activity. Coloring sheets, word searches, blank paper and pencil – anything to occupy their time. Let students know that they can opt-out of participating if they believe that they will be unable to contribute to the safe space appropriately. If another student asks why so-in-so is allowed to do a different activity, explain that the individual isn’t having a great day, and would rather work on something less active.
4. No one is infallible. Own up to your mistakes.
Everyone knows this in theory. But very few realize that knowing that they are not infallible is not enough. Acknowledge, to your team and students, that you are capable of making mistakes – because you are. Absolutely everyone is. If a student believes they have an idea of how to make things work better, listen to them, and thank them for sharing – even if you know cannot act on their suggestion. And apologize if you make a mistake. Humble yourself; be honest.
5. We do not leave a space worse than when we found it.
Hashtag “TheirSpace.” We never want to corrupt the relationship we have built with our schools in any way – if each week teachers find themselves having to clean up more than they would have to otherwise, we are failing to upkeep the integrity of the partnership.
6. “I’m sorry you’re having a bad day…
…I understand if you would like to sit out for a bit. We all make mistakes. Sometimes, our emotions make it difficult for us to say what we mean. It is okay to struggle – just be willing to learn.” And so forth. These phrases are all examples of extending empathy to the kind of students who need it the most – the upset, the angry, and the disengaged. Patience. Wait for them. Talk to them. Check in on them. It takes very little effort for you, and can make all the difference for them.
7. Serve – don’t “Save”
8. Students – learn their names, or call them “friends”
This creates and perpetuates an environment maintained on the basis of equality and genuine consideration for one another. For example – rather than “go tell them to come over,” try saying “go tell our other friends to come over.” Similarly, if a student asks to do something that they cannot do, say “Sorry buddy, not today” rather than just “Not today.” And so forth. It is subtle, but it is important – especially as many never learn all the students’ names.
9. Each and every interaction matters.
Lollipop Moments, Starfish stories – the central message of both these metaphors is quite true. Our students our impressionable. Compliment them, encourage them, never let a self-insult slide. It is impossible to predict which small interaction will end up meaning the world to a student. So try your best to treat every interaction with care, kindness, and patience.
10. Trust your students, and they can trust you.
Stay calm, and take your students seriously. Value what they tell you, never shame them for what they are doing. If a student is clearly lying in some aside conversation, let it go – respond mildly. Correcting the student is not nearly as important as maintaining an environment of mutual respect and support. Never shame them in front of the group. This is a betrayal of the safe space, even if the student is being disruptive. Always speak to students in an aside. Go on a walk with them. Get some water. Talk to them – like you would talk to anyone else.
1. Peace through Play is what it needs to be.
Yes, we have a curriculum. Yes, we sort games by theme. Yes, some programming is labeled “Imagineering” and some is not. HOWEVER. Do not let any of this stifle teaching what you feel the classroom needs most. Maybe what the students need most is a safe space that encourages their interests and leaves them feeling accomplished. If so, provide it. Maybe your students would benefit from two weeks of Our Space – if so, go for it. As long as you are truly trying to do something – extending a genuine effort, offering something your students would not receive otherwise – then you are acting in the spirit of Peace through Play.
2. Knowledge is Power
It is true that we are not here to teach specific subjects. But that does not mean we can’t. Children are curious – or at least should be – and a child’s curiosity can be a wonderful tool for engagement. When children want to learn, encourage it to the ends of the earth.
Knowing things is incredibly empowering. Do not give them wrong answers to speed things along. Rather, be patient, and explain it as best you can. Teach them new words to illustrate new emotions. Integrate historical figures into prebriefs. Look up fun facts about dinosaurs, should that pique their interest. You can become a teacher so seamlessly.
3. Never EVER leave a student without something to do
Ever. Ever, ever, ever. EVER. Even if the student is being reprimanded – in fact, especially if the student is being reprimanded. Offer them a small activity. Coloring sheets, word searches, blank paper and pencil – anything to occupy their time. Let students know that they can opt-out of participating if they believe that they will be unable to contribute to the safe space appropriately. If another student asks why so-in-so is allowed to do a different activity, explain that the individual isn’t having a great day, and would rather work on something less active.
4. No one is infallible. Own up to your mistakes.
Everyone knows this in theory. But very few realize that knowing that they are not infallible is not enough. Acknowledge, to your team and students, that you are capable of making mistakes – because you are. Absolutely everyone is. If a student believes they have an idea of how to make things work better, listen to them, and thank them for sharing – even if you know cannot act on their suggestion. And apologize if you make a mistake. Humble yourself; be honest.
5. We do not leave a space worse than when we found it.
Hashtag “TheirSpace.” We never want to corrupt the relationship we have built with our schools in any way – if each week teachers find themselves having to clean up more than they would have to otherwise, we are failing to upkeep the integrity of the partnership.
6. “I’m sorry you’re having a bad day…
…I understand if you would like to sit out for a bit. We all make mistakes. Sometimes, our emotions make it difficult for us to say what we mean. It is okay to struggle – just be willing to learn.” And so forth. These phrases are all examples of extending empathy to the kind of students who need it the most – the upset, the angry, and the disengaged. Patience. Wait for them. Talk to them. Check in on them. It takes very little effort for you, and can make all the difference for them.
7. Serve – don’t “Save”
8. Students – learn their names, or call them “friends”
This creates and perpetuates an environment maintained on the basis of equality and genuine consideration for one another. For example – rather than “go tell them to come over,” try saying “go tell our other friends to come over.” Similarly, if a student asks to do something that they cannot do, say “Sorry buddy, not today” rather than just “Not today.” And so forth. It is subtle, but it is important – especially as many never learn all the students’ names.
9. Each and every interaction matters.
Lollipop Moments, Starfish stories – the central message of both these metaphors is quite true. Our students our impressionable. Compliment them, encourage them, never let a self-insult slide. It is impossible to predict which small interaction will end up meaning the world to a student. So try your best to treat every interaction with care, kindness, and patience.
10. Trust your students, and they can trust you.
Stay calm, and take your students seriously. Value what they tell you, never shame them for what they are doing. If a student is clearly lying in some aside conversation, let it go – respond mildly. Correcting the student is not nearly as important as maintaining an environment of mutual respect and support. Never shame them in front of the group. This is a betrayal of the safe space, even if the student is being disruptive. Always speak to students in an aside. Go on a walk with them. Get some water. Talk to them – like you would talk to anyone else.