This year has been a game-changer for me—literally. Thanks to "Pedagogy of Play" by Mardell, Ryan, Krechevsky, Baker, Schulz, and Liu-Constant, I began rethinking everything I thought I knew about play in the classroom.
The biggest shift in my teaching has been learning to let go, just a little. I began giving students more space to make choices, follow their curiosity, and take the lead in their learning. At first, I worried it might come at the cost of covering everything I needed to teach. But I quickly saw the opposite. When students feel like their voice matters, they show up differently—more engaged, more motivated, and more connected to what they’re learning.
Even small changes made a noticeable difference. Something as simple as using markers instead of pencils gave students a greater sense of ownership and pride in their work. Incorporating materials like Play-Doh and bringing in playful, hands-on games added another layer of engagement. These elements, while seemingly minor, helped students connect more deeply with their learning and brought a new sense of joy and motivation to phonics and reading.
Looking ahead, I know I won’t be returning entirely to the way things were before. This shift has brought a renewed energy to my reading sessions—they feel more joyful, more responsive, and more aligned with each student’s individual needs and interests. I’m committed to continuing this work, thoughtfully weaving play, inquiry, and choice into my approach to reading support. When students feel a sense of ownership over how they learn, their reading experiences become deeper, more engaging, and far more meaningful.