Reflection

This year has been a transformative journey for me, both as an educator and a lifelong learner. One of the most profound influences on my growth has been Pedagogy of Play by Ben Mardell, Jen Ryan, Mara Krechevsky, Megina Baker, Savhannah Schulz, and Yvonne Liu-Constant. This powerful work challenged me to rethink and ultimately reimagine the role of play in my classroom. It opened my eyes to the deep value of playful learning and inspired me to reconsider long-held assumptions about structure, control, and student autonomy.

The most significant shift in my teaching practice has been learning to let go—releasing some of the rigid structure and control I had previously maintained in order to prioritize “voice and choice” for my students. This change was not made lightly; for years, I worried that giving students more freedom would mean losing precious time needed to “cover the curriculum.” However, what I’ve discovered is quite the opposite: when students are given the opportunity to make decisions about their learning, they become more engaged, more invested, and more motivated. The depth of their understanding has increased, and their enthusiasm for learning is palpable.

Even small changes—ones I once would have dismissed—have made a surprising difference. Something as simple as allowing students to work in marker rather than pencil has had a profound impact. For many of my students, this tiny act of choice has elevated their work, making it feel more meaningful. It has empowered them to take ownership of their learning in ways I hadn’t anticipated.

Looking back, I cannot imagine returning to my old ways of teaching. The benefits of incorporating open-ended play and student choice have far exceeded my expectations. My classroom has become a more dynamic, joyful, and responsive learning environment—one where students feel seen, heard, and empowered to explore. Moving forward, I am committed to continuing this journey. I will intentionally integrate play, inquiry, and choice into my curriculum, knowing that when students have agency, their learning experiences become richer, more memorable, and far more impactful.