Fundamental practices
In all cases, an adult should read the rules out loud; pay attention to make sure that learners are following the rules; prompt learners who make errors; and ideally, switch learners to other games if they need them. Advance organization is very important to make sure that learners are getting the right games to match their needs.
Accompanying the curriculum
A game can be an assignment when it supports the curriculum.
Supplementary use
A game can be available for learners to play after they finish their assignment.
Game day
Games can be available on special days designated for them.
Game group
During class time, games can be used with a group of learners who need more help with basic arithmetic than the rest of the class. At least one adult helper should be present for every four learners needing extra help.
Pullouts
A pair of learners can spend 15 or 20 minutes outside a classroom playing games with an adult helper.
The advantage to this arrangement is that in a single class period, three or four learner pairs can each get the helper’s focused attention without any individual learner losing much regular classroom time. The disadvantages are hallway noise and distraction (if a hallway is used) or time wasted in moving between rooms (if another room is used).
If a hallway is used for pullouts, ideally a table can be made available so that the adult helper and students do not have to sit on the floor.
After school club
Learners needing extra help can meet after school. Again, there should be at least adult helper for every four learners needing extra help.
Next section: Games as homework
Back to Tips
July 14, 2020