"Time In" For Learning

As we continue to encourage students to spend more time reading, one of our challenges is to reduce the time our students spend in front of video games.  I have often wondered what the draw is to video games.  Kids will spend hours holding a DS or in front of X-Box.  I have often said that it is due to this obsession with games that our kids have trouble focusing, have issues with violent behavior, are not able to enjoy calmly reading a book without all the extra bells and whistles of a game.  I have often thought that if we could capture whatever it is that a game provides and use that in our schools, we could gain the attention of so many more students.  Don't get me wrong, I in no way want us competing with video game systems in education.  However, I wonder if there is something we could learn from the "gamers".  What is it that makes these games so compelling?  Why can a child who seems unable to sit still for three minutes in a classroom be completely engrossed for hours on end in a video game?

The Nurtured Heart approach actually talks about creating a vibrant 'Time-In' with highly energized recognition.  Time-In is when students are 'in the game' - they are doing the right things.  They are actively accruing evidence of their qualities of greatness and building inner wealth.  They come to feel connection and relationship on the basis of who they are.  And, breaking rules and acting out lose their allure because doing the opposite is giving them all the connection they need.

Students obviously gain recognition for their skill in playing video games.  How do we recognize and praise children in school?  Can we learn something from how children are recognized, praised, and even receive consequences in video games?

While playing a video game, as long as the rules are followed and point gathering actions are happening, points accrue and the player moves from level to level.  There is consistent, instantaneous positive reinforcement.  Success is communicated vividly and immediately.  This is 'Time In' at its best. If a mistake is made, the child can quickly return to success.  The game does not energize rules broken and mistakes made.  There is a predictable response from the game when there is an err.  Once you err enough times, you're out.  But there is only a brief pause from the action - long enough to reset to the next moment of success or for the next game to start over for another chance at success.

When the child breaks a rule in the game, there is no "Oh, please don't do that anymore!" or "Make a better choice from now on!"  Consequences are immediate and don't vary depending on the circumstance.  Points are not gained momentarily and the energizing of success stops, but the child gets two or three more chances to jump back "in the game" before the game ends.  Notice what happens with each new turn.  The child comes back with even more tenacity to not break the rules.  He/she has learned what not to do in order to go further in the game.  The time-in established by the game is so compelling and predictable.  No child plays video games to lose.  Every child wants to succeed and accomplish mastery.

The lesson to learn from this analogy is that rule-breaking should be answered only with a brief, un-energized reset that is consistent and immediate.  This only works when the reward for success is so alive and energetic.  Being out of the game even for a few seconds gives the child a tremendous feeling of missing out and wanting to be "back in the game". When our response to success creates something to miss out on, the child will want to not just get back in, but will also want to achieve even greater levels of success.

If we refuse to energize negativity while relentlessly energizing positivity and holding clear accountability, we create a time-in that resembles the state a child experiences while playing a video game.  Can we get students to play the game of school, of learning, of life with the same zeal?

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As we head into Thanksgiving:

Be thankful that you don’t already have everything you desire.
If you did, what would there be to look forward to?

Be thankful when you don’t know something,
for it gives you the opportunity to learn.

Be thankful for the difficult times.
During those times you grow.

Be thankful for your limitations,
because they give you opportunities for improvement.

Be thankful for each new challenge,
because it will build your strength and character.

Be thankful for your mistakes.
They will teach you valuable lessons.

Be thankful when you’re tired and weary,
because it means you’ve made a difference.

It’s easy to be thankful for the good things.
A life of rich fulfillment comes to those who
are also thankful for the setbacks.

Gratitude can turn a negative into a positive.
Find a way to be thankful for your troubles,
and they can become your blessings.

~Author Unknown