Play in the Post-Secondary Classroom

By: AnnaBelle Favre

In the fall, I had the privilege of presenting at the Faculty Development Center’s second annual Flipping the Script student-led teaching conference. I first learned about the conference through the Honors College’s newsletter and was drawn to its unique opportunities. Inspired by my CTAR (Communication and Theatre Arts) 222 class, I reached out to Professor Jen Felts to see if she would be willing to mentor me. She agreed, and we got to work.

I wasn't sure about the exact focus of my presentation, but I wanted to emphasize the importance of fun, positivity, and play for everyone—not just children. After some discussions with Jen and reading up on the topic, we decided to focus on incorporating play into secondary classrooms. I submitted a proposal and was thrilled to be accepted to lead a workshop.

The Faculty Development Center (FDC) set us up for success by offering opportunities to brainstorm, meet with faculty mentors, and rehearse. Collaborating with Jeff, Trinity, Elena, and other student presenters provided invaluable feedback, ideas, and encouragement to enhance my presentation.

With the workshop format, I had time not only to present information but also to demonstrate play for adults. I focused on three main points, incorporating activities to foster play and creativity between each section of the presentation.

I began by introducing myself: a first-year student, an elementary education major, and a former children’s librarian. I also shared more personal details, explaining that I’m a type-A personality, afraid of things I’m not good at, and have struggled with the concept of play because I thought it interfered with productivity. I emphasized that these are things I’m working on, and play has been key in helping me grow.

Next, I introduced Joanna Fortune’s idea of “glimmers”—small moments of joy that we can notice and amplify to make our lives brighter. From there, we dove into play. For our first play break, I kept everyone seated and working independently to keep things comfortable. I set a timer, and every ten seconds, they switched crayon colors. The goal wasn’t to create a masterpiece, but simply to get color on the page. This activity challenged many, and the room filled with laughter and comments about their art skills. By the end, people had interacted more and seemed to have a more positive attitude. We discussed how they felt before moving on to the main content.

We then explored Dr. Stewart Brown’s types and characteristics of play to answer the question, "What is play?" I explained how play increases engagement, fosters creativity, and builds connections in the classroom. I also shared how educators can incorporate play into their own classrooms, starting with fun icebreakers and activities in the first week and continuing throughout the semester. I emphasized that it’s okay to start slow and gradually move past the comfort zone. Finding that balance between comfort and discomfort, and pushing it little by little, is key.

For the next play break, we had a silly rock-paper-scissors tournament called Egg, Chicken, Dinosaur, Robot, Superhero. This quick game encouraged movement and lightheartedness in a relaxed environment. By the end, everyone was so loud with laughter that I had to use a microphone to regain their attention!

I then shared various ways to bring play into the classroom. Games are one way, but so are activities like trivia contests during reviews for finals, changing seating arrangements, improvisation, and creative projects. Understanding that these ideas might feel overwhelming, I empathized with the faculty in the room and acknowledged how uncomfortable it can be to step outside of our usual routines. I reassured them that nobody feels 100% confident in everything they do and that feeling a bit uncomfortable is a small price to pay for creating a positive environment for students. I encouraged them, and encourage you, to start small, try something new, and see the impact that play can have on their classroom culture. 

Even if only a few moments of play are incorporated, it can make a big difference in fostering connection and creativity as well as productivity. The 75-minute classes don’t have a lot of wiggle-room for play, especially in content-heavy subjects, but students are not able to focus that whole time either. If you incorporate a two-minute play break in the middle of class, you still have 73 minutes of instruction, and more attentive students for the second half of the lesson. If you lead the way, students will follow–even if it takes time. I also emphasized that it’s okay to try and fail! If you have sixteen play breaks throughout a semester, and only two of them don’t work, you’re still doing great.

For our next play break, I led a music-based activity. Everyone stayed seated with a cup, and we followed a complex percussion routine projected from a YouTube video. This break went over well, and I found myself enjoying the chance to relax while the video guided the group.

I wrapped up the presentation by discussing the importance of choosing joy in both life and the classroom and answering a few questions. Afterward, I was overwhelmed by the kind words and support from professors, family, and faculty members I had never met.

My experience at the Flipping the Script Conference was one I will always cherish. It gave me an opportunity to bring positivity into the world and make a positive impact at my school, and I was grateful for the wonderful audience. I look forward to working with the FDC again and participating in Flipping the Script next year!