I was supervising a group of students and there were two activities going on. One was table tennis and the other was monopoly. I’ve never really liked table tennis and so I always avoid it and I make up endless excuses as to why I can’t play. Even though it could be quite beneficial and would help me to develop a rapport with some students with whom otherwise it’s hard to develop, in reality, playing the game wasn’t worth it for some superfical rapport.
If I were to play, since I wasn’t really interested in it myself, I mightn’t put much effort into playing. It would have ended up being counter productive. The students would easily see through this and ultimately there’d be no point in pretending I was enjoying what I was doing. As experiential education is as much about relationships as it is about pushing boundaries, there’s no actual benefit from engaging in some sort of activity such as table tennis, if you’re not genuine about it yourself.
Conversely, there was the game of monopoly being played and one of the kids said to me, “Hey Sir, do you want to be on my team?”
My immediate reply was, “Sure! Sounds like fun!”
The difference was that I love Monopoly. However, I made sure that I didn’t take over control of the game, because even though I’m pretty competitive at Monopoly, I was still the invited number two team member. On a side note, Monopoly is so much fun. I always love having the car but we didn’t get the car. Actually, I also like the battleship, as well and the dog, but I digress.
Anyway the point is, it’s such a fun game and the difference here was that when I was involved, I was attentive, I was exploring options, I was whispering strategies and tactics with my teammate and we were taking turns of rolling the dice. The fact that I was genuinely interested in playing the game made all the difference and it’s something you just can’t make up or fudge your way through.
The end result was that I got to know more about my teammate than I otherwise would have and it created a rapport that enabled far better engagement from him in many other activites. To be able to engage students effectively is just as much, if not more about the positive role modeling that you can provide as a teacher than your knowlege in any specific subject area. This helps you draw on that positive, professional relationship to be able to encourage students when they’re struggling with their own challenges or even just in helping shape their attitude towards new activities or ways of thinking.
Suddenly, through doing something that you really enjoy (and it doesn’t have to be Monopoly), it can open up dialogues later on and enables you to teach more effectively because when students see that you’re interested, passionate and engaged in something, they’re more likely to become interested, passionate and engaged in other things as well. This can only come from when you’re honest and geniune about what your own interests and passions are. Don’t try to ‘fake it until you make it,’ as kids will see through this everytime. Just be yourself and things will naturally fall into place.
As an important footnote here, we actually won Monopoly so I was very happy with that, but at the end of the day, it was more to do with the fact that for over an hour a whole group of students and I played an interesting, fun-filled game that everyone wanted to play and left with a better connection than before.