I have been teaching for over four decades. That’s amazing to me because as a young girl my interests flittered from one thing to another. I never thought I would do one thing for so long, but this one thing has brought me so much joy. I really can’t imagine a time when I won’t be doing it, but I know that day will come. And it is approaching more quickly than I want it to. I push that thought away, and I focus on the children. This year, I am teaching study skills to three groups of 4th grade girls. They’ve learned about time management, planning, organization – all those essential executive function skills. Now it’s May. They are tired and distracted, and so am I. I call it PES – Plexiglass Exhaustion Syndrome. This year has challenged us to stay focused and on task even with masks on that distort our speech and breathing and plexiglass that distorts our view and interactions. A couple of weeks ago, I bent down and peered through a plexiglass-lined desk and said, “Girls, I am so proud of you. I know this year has been hard learning like this. So, for the last few weeks of school we will be doing a project on play. You all will get to create something that shows why play is important. It can be a game, some artwork, a persuasive essay, a brochure, a model of a playground, a video, anything you can imagine. The girls were intrigued by the idea and asked many questions. It took some a while to believe that I was serious. That we were, indeed, going to study PLAY.
Behind the scenes, I was as excited as my students. I quickly put together all the important information I wanted the girls to know about play. I found video clips of animals playing, psychologists talking about play as a human right, and children giving TED talks on the importance that imagination and recess has on learning. I created a wonderful slideshow to start off our project-based study of play. I couldn’t wait for my first class.
Tuesday came quickly, it was a beautiful warm sunny day. I was so excited to start my presentation, but when I got into the room, the girls clamored around me begging to go outside for a five-minute recess. I couldn’t in good conscience say no to them when the whole essence of my lesson was how important play is to learning, so they went out and rolled on the grass, hung from monkey bars, and pretended to be dragons. Our five minutes turned to fifteen by the time we got back to the classroom. That was okay. I still had time to show most of the slideshow. That is, I had time as long as the technology cooperated. And of course, as these things go, the technology didn’t cooperate. I couldn’t get the sharing screen to work to begin the presentation. I pressed all types of buttons. Nothing worked. The girls began to lose focus, and the room became loud. Several of them rushed up to me asking all kinds of questions. I put my hands up and said quietly without thinking, more to myself than to them, “I am overwhelmed.” This is something they understood – this overwhelmed feeling – this year. They returned to their seats. The got a little quieter. I asked them to go to the link that I had posted so they could watch the video individually. This is not what I had planned. My lesson was falling apart. I wanted it to be a group experience, but it might be able to be salvaged a little. I sat down and continued to fiddle with the share controls. Then one of the girls came up to me and handed me a bottle of spring water and a little packet of iced tea mix. “Open the water. Put in the packet of tea. Shake it up. I do this all the time for my mother when she feels overwhelmed. It works.” I looked up at her in wonder. “Go ahead,” she said, “You will feel better.” So, I did. I followed her directions and took a deep breath. I fiddled with the controls once more, and of course as luck would have it, they finally worked. But alas, it was too late to view as a class. The girls were all watching on their own gasping in surprise and laughing. I had a chance to sit back, observe, and sip my mango-flavored tea. My students were engaged in the content, commenting as they went along. Some students told me that they often get overwhelmed and that it was okay. Everything had worked out. I thanked the student who provided the magic tea, and told her that it did, indeed, work. “I know,” she said confidently with a smile.
Play is important, but so is compassion, understanding, and empathy. That day, the girls understood this deeply. And I began to understand also. I could have focused on all the things that went wrong with this lesson, all the content I did not get to share, all the things I should have done. Instead, I reframed those thirty minutes as the room I made to show loving kindness and compassion. Something that is in increasing short supply in our world. I told the girls that I am very lucky because my work – teaching them – is my play. If you love the thing you do and are passionate about it, then it is play and you can do it forever. When you play passionately, others feel your joy too – and it spreads – that is the silver lining.