Dos+and+Don'ts+for+Using+Games+in+the+Language+Classroom

1. Never use a game unless you have a definite learning objective in mind. Too often teachers play games just for the sake of playing, and little or no learning takes place. The games in this collection all have a learning objective and can guarantee that the activity is not a waste of time. Strangely enough, students usually participate in educational games and are convinced they are only playing, when in reality they are doing drills and using questions and answers in an enjoyable way. As you determine what grammatical concepts, language skills, or vocabulary words you need to practice, choose a game that lends itself best to your objectives.

2. Keep working with a variety of games. There will be, of course, class favorites which students may want to play time after time. That is fine, but try to add new ones each week to broaden the things they know. If you play the same games all the time the range of what they learn and practice is limited.

3. Play the games in Arabic. If they are very complicated, explain the rules at first in English, practice all the new words and expressions, and then make an obvious switch back to Arabic. Of course, everyone wants to make comments during the game, so give them the tools and expressions they need. Sometimes it helps to have a penalty for anyone who uses English, or give some reward for using only Spanish.

4. Prepare your students with the vocabulary necessary to play the game. The lack of essential words can throw a monkey wrench into the process. Anticipate the words they are going to need to play the game and teach or review them before you start. A very effective technique to use with games is "brainstorming". The teacher and the students together generate the vocabulary or items that will be used in the game. For example, to prepare to play a game the teacher sets the scene and asks students to suggest words and phrases that would be needed in that setting or situation. The students then call out possibilities and the teacher writes them down on the chalkboard. Then as the game is played, the players can use the words that they have personally "brainstormed" or that you have supplied them.

5. Don't make a big fuss over them, but correct mistakes. Uncorrected mistakes become habits that are difficult to change. Correction must be done in a gentle, diplomatic way that will not inhibit nor dampen enthusiasm or participation. Everyone should realize that mistakes are a part of the process of learning a language, so laugh at them if they are funny but don't ridicule or embarrass anyone for making them. However, since you are still in a "practice" stage as you play games, help them to practice only correct forms.

6. Utilize the powerful, motivating force of competition. Whenever you can, divide the class into teams and give them an team names, colors, identities, etc. If you can, and if it doesn't make it unfair, it is often fun to pit the boys against the girls. We are aware that some schools prohibit any competetive acivities. In those cases, try to use incentives. Offer rewards to the winners such as letting them choose the next game, permitting them to direct a game, excusing them from class early, giving them prizes, paying them with class "money," etc.

7. It may not be best to begin the class hour with a game. Plan them for the last half of class or whenever you see the students getting bored or tired. If you start out with a game, your students will not want to quit at the specified time, or it will be hard for them to settle down to normal classroom activities. It is often wise to set a definite time limit and hold to it, declaring whichever team is ahead at that point to be the winner.