A practice of playfulness

Even when we are not playing, our playful attitudes and behaviors can be a boon to learning and an antidote to discouragement. Appropriate lighthearted interactions in schools can be “mood vitamins” that serve both the senders and receivers. • The faux scold. Students noisily shove and run to the shelves to get their books. “That wasn’t quite what I had in mind when I said ‘Grab your books.’ ” • Permission to exude. Students follow the lead of a giggler with loud, enthusiastic laughing. “Okay, this noise level is hurting my ears. Take five seconds to get the giggles out so we can continue.” • The subtle cease. Teachers angrily and endlessly complain about a thorny district issue that may prompt a teacher strike. “Okay, this lunchroom talk is disturbing my digestion.” • The disposition shift. Teachers begin sniping over their ped­agogical differences. “Aren’t these students fortunate to have such an array of teachers as us!” (Bennett & Suarez, 2016, p. 13) A “practice of playfulness” has us being lighthearted, sometimes slightly self- effacing, ready to smile with easy humor, but not at another’s expense. We offer quippy comments that are momen­tary connections with friends and strangers. When we notice the charm in others’ behaviors, we can infuse our interactions with easygoing banter. Important here is to stress what playfulness is not. It is not the teacher telling jokes, entertaining, dominating the lesson, or being sarcastic. Instead, playfulness is eagerness to teach with curiosity, engagement, and repartee. If playfulness becomes too clever, too dramatic, or too distracting, students’ rowdiness may esca­late rather than engage. See what happens with an occasional scattering of playful­ness throughout your day. Adopting this practice in life, even in the midst of harshness or impatience, can revitalize mood, atti­tude, energy, and ultimately healthy communication for us and for those around us. A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing, and leaves others to determine whether he is working or play­ing.