I think that it really does matter whether or not you call something a game or an activities. I know that my students take things a lot more seriously when I tell them we are going to be doing an activity. Playing a game is a lot more relaxed. Again, I think you have to know your students and know when it is appropriate to use either term. Sometimes when we are having a really tough lesson or day, I still use the same activities but tell the class that we are going to play a game, and everyone lightens up quite a bit. For students that pay tuition, I can see where it might make a difference. I would raise an eyebrow if my son came home and told me that he played games all day in class versus doing activities, even if the said class work were one and the same.
I think I will just reserve the word "game" for very special circumstances, like when students are being rewarded. As Debra said, paying students do not want games, they want activities. For the sake of simplicity, I am just always going to use "activity" in my classrooms so that no one thinks they're getting ripped off or that they don't have to try because it's just a game.
In class it matters. I think games are sort of included in activities, so it would be safer to simply use the term activities instead. As mentioned above, Debra told us that some students who paid a lot do not want to just be “playing games,” but it comes down to the actual “activity.” Does the activity have a purpose? Will it help the students in any way? It’s good to have something fun, but you have to make sure there is a purpose behind it, and so games might not always have a specific purpose, but activities (should) always do.
Perhaps the distinction is that the label "game" might imply something we do just to pass the time or have fun that may or may not have educational value. Whereas the label of "activity" might have more association with something we do in the classroom to practice and/or learn. Debra made mention of this a few times, saying we have to be careful with the word game because some students have a negative reaction and say, "I spent a lot of money for this course to learn, not to play games...". In reality, game and activity can be the same thing. A game doesn't necessarily have to be something that's fun without educational value. We can learn/practice and have fun at the same time. What's important is to make sure what we're doing in the classroom (whether it be labeled a "game" or "activity") has educational value.
It depends on the students. I am not sure, but I think young students would love to call it games, and they will not consider it wasting time. On the other hand, adults could really misunderstand the use of the term games, and they could be so annoyed that they will not get the advantage of the exercise. Still this does not apply to all adults for example last year I was engaged in a privet ESL program that applies a lot of games or activities. For me it was wonderful. It made me more active and engaged in each class. However, my cousin who was taking the same class was very frustrated and she used to tell me that they have done nothing but playing today. When I try to explain to her that these games would help us do this and that she would say that the teachers can just teach us and give us instruction rather than playing with us. So, if you know your students you would figure if it matters to them or it is just another word for fun exercise.
I think the difference between an activity and a game is that a game is strictly for fun and entertainment whereas an activity has the purpose to accomplish something for the individuals participating. In the ESL classroom, that purpose is to learn and practice the L2. I think only activities should be present in a classroom. However, I think the name "activity" could be changed to "game" for a younger ESL audience who actually may prefer a game to an activity as "activity" automatically implies learning whereas "game" implies fun and what kid doesn't want to have fun? However, as Debra stressed, an adult who's paid a lot of money for classes might be offended, feel cheated, feel patronized, or just annoyed by having to "play games". They may feel like if they are just playing games, they'll never be a serious speaker of English and that may end up discouraging them. I think the terms should be used depending on the audience.
As everyone has said, it depends heavily upon your students. In some contexts, as those Debra teaches in, terminology is important. Students are "paying customers" and expect serious instruction. They tend to be more highly motivated and would likely see "games" as a waste of their time. Most of the students I teach now have never been to school before. I haven't had any problems with "game" terminology with them, although up until Debra said that I hadn't been particular aware of how I termed things. Playing a game makes them feel more at ease. Many of them like going to Bingo halls, so a couple of times a term I'll do a content-based Bingo game. They know it's a game. I know it's a game. There's no way around it. But more importantly, games or activities like Bingo have been hands-down the most effective (and painless!) way to review information and make sure it sticks with them. If you've got to call it an "activity" to get people interested, then so be it. I'll definitely be more aware of how I term class activities in the future.
“Game” and “activity” are the important teaching methods or contents. They are the practical ways for students to apply the new knowledge or integrated skills. But I think “Game” is more relaxed and easier than the “Activity” which sounds serious and a little difficult and must be related to the learning knowledge. For teaching children or teenagers, the better word choice maybe “game” because it interests them and they will always think it as a game although it’s more like an activity. But for teaching adult, I think it doesn’t matter to use these two terminologies because adults understand what they need to learn and remember and they know the differences between a game and an activity. If they are not so motivated, it’s better to use “game”.
Whether you use the word games or activities in class depends on your class’ reaction to either word. In Debra’s case, she’s right to use activities because her classes regard the word games to mean exercises that are done for fun in social settings but meaningless and worthless for educational purposes and a waste of their money as they are serious about learning English. Activities connotes an educational purpose, that these are not games with no point but that they are meant to help students cement and apply what they’ve learned to communicate in English. I think as long as students and the teacher knows why they do activities, sees their value and recognizes their purpose in helping students apply, practice, and engage in language in creative and motivating ways and so participates wholeheartedly with the intention of becoming better English communicators, then it doesn’t matter what you call them whether it be activities, games, or exercises. I actually use the word games in my class because it helps students have something to look forward to, they perk up and get motivated.
Though I would think they are one in the same. Debra made a point during her discussion/demo to say that its better to refer to them as "activities" as apposed to "games" because the word activity is more appealing to adults who are here to learn. There is less of a chance to insult students in a university setting by saying lets do an activity now.
I personally think these two words, "game" and "activity", mean about the same thing. I think "game" implies a competition of some sort and an "activity" refers to something the students are doing but not necessarily competing. However, Debra made a good point in class. Although you may bring in a game for the students to do during class, it may be better to call it an activity. Calling it an activity implies that the students are doing something productive. Calling it a game can sometimes bring a negative conotation to the activity because students think they aren't doing anything productive, especially for adult students who are probably paying a lot of money to learn and not to sit around and play games all day. It's good to call these "activities" and to present a purpose or goal to the activity to reassure students that this is going to help them with their langauge skills. You don't want your students to think you are wasting their time and money.
Game or activity. I think that if it was a corporate teaching environment, say you were brought in to help business people with their English ability I would use the work activity but if I was teaching the typical ESL in a college or community environment I may be more prone to use the word game. If I was a student and the teacher said that we had to do an activity I would then start to get nervous but if the teacher said there was a game I would feel really relaxed. There is no fear of failure in a game. And the games have something to teach so I would be learning. Sneaky teaching by distraction, the art of teaching. It worked in the Karate Kid movie.
I like Debra's point that calling these "games" might cause problems for adult learners who would perceive a "game" as something that was not linked to education. I usually use the word "activity" when teaching my adult ESL students because I want them to connect what we're doing with learning so that they'll focus more carefully. It's really a matter of focus - I want my adult students to be actively paying attention while we do these activities and it feels as if they would be less focused if I call them games. I think that if I was teaching children I would be much more likely to use the word "game" since there is definitely an issue when teaching children of trying to make them feel as if they're having fun while learning and keeping them engaged in something that sounds interesting.
I don't really see the difference between the two in this sense but I can understand how some people might associate the word "game" with frivolity more so than with the word "activity". As most things, this where the "know your students" comes into play.
I think that I would call these activities because they are learning alot whether they realize it or not! Now, to the students I would call them games because if you ask a class 'Do you want to do an activity?' you may get a half-hearted yes or two. But if you ask ' Do you want to play a game?' I can bet that noone will say no to that offer. I know that in all my classes activites were what was done with worksheets and partners and such but games were fun, out of your seats, competetive times that were refreshing.
Although “games” and “activities” virtually mean the same thing, I see how “games” can have a more negative connotation in the academic realm. “Games” seem much more elementary. “Activity” seems, in my opinion, to suggest some learning happening. It is all about setting a good environment, whether that is through our body language or our word choice. I can see how paying adult university students can be sort-of offended at playing versus participating in an activity.
I think the use of the terms greatly depends on your students. If you're teaching children, I think "games" will get a better response, but with teenagers and adults"activity" is probably a safer term. Debra made a very good point- her students didn't pay 3-4 thousand dollars a semester and fly halfway around the world to play games. Kathy also made a good point about just knowing whether or not your students have a had a rough time and just need a break. This is definitely a know your students question.
Once Debra explained her reasoning for saying they were activities rather than games and for saying “you cannot participate in this activity” rather than “you cannot play this game,” it made sense to me. It seems that these, while they could be considered games and are fun like games, are really activities. That is because they are not simply for fun with no educational value; excepting perhaps one which she said would be a good relief for students after a lot of stressful coursework. The rest of them all provided education or provided a way to tie in education; whereas, on the other hand, games may serve no such purpose, and even if there is educational value in the game, that is not the main goal. Here the goal is not the fun but the education. It seems some students recognize the distinction in this and that is why some of Debra’s students had complained about playing a game because their goal of being in class was not to have fun but to get an education. Calling them activities, and keeping in mind that they must have educational purpose, would make them both better accepted and better suited when used in class.
I think that it really does matter whether or not you call something a game or an activities. I know that my students take things a lot more seriously when I tell them we are going to be doing an activity. Playing a game is a lot more relaxed. Again, I think you have to know your students and know when it is appropriate to use either term. Sometimes when we are having a really tough lesson or day, I still use the same activities but tell the class that we are going to play a game, and everyone lightens up quite a bit. For students that pay tuition, I can see where it might make a difference. I would raise an eyebrow if my son came home and told me that he played games all day in class versus doing activities, even if the said class work were one and the same.
ReplyDeleteI think I will just reserve the word "game" for very special circumstances, like when students are being rewarded. As Debra said, paying students do not want games, they want activities. For the sake of simplicity, I am just always going to use "activity" in my classrooms so that no one thinks they're getting ripped off or that they don't have to try because it's just a game.
ReplyDeleteIn class it matters. I think games are sort of included in activities, so it would be safer to simply use the term activities instead. As mentioned above, Debra told us that some students who paid a lot do not want to just be “playing games,” but it comes down to the actual “activity.” Does the activity have a purpose? Will it help the students in any way? It’s good to have something fun, but you have to make sure there is a purpose behind it, and so games might not always have a specific purpose, but activities (should) always do.
ReplyDeletePerhaps the distinction is that the label "game" might imply something we do just to pass the time or have fun that may or may not have educational value. Whereas the label of "activity" might have more association with something we do in the classroom to practice and/or learn. Debra made mention of this a few times, saying we have to be careful with the word game because some students have a negative reaction and say, "I spent a lot of money for this course to learn, not to play games...". In reality, game and activity can be the same thing. A game doesn't necessarily have to be something that's fun without educational value. We can learn/practice and have fun at the same time. What's important is to make sure what we're doing in the classroom (whether it be labeled a "game" or "activity") has educational value.
ReplyDeleteIt depends on the students. I am not sure, but I think young students would love to call it games, and they will not consider it wasting time. On the other hand, adults could really misunderstand the use of the term games, and they could be so annoyed that they will not get the advantage of the exercise. Still this does not apply to all adults for example last year I was engaged in a privet ESL program that applies a lot of games or activities. For me it was wonderful. It made me more active and engaged in each class. However, my cousin who was taking the same class was very frustrated and she used to tell me that they have done nothing but playing today. When I try to explain to her that these games would help us do this and that she would say that the teachers can just teach us and give us instruction rather than playing with us. So, if you know your students you would figure if it matters to them or it is just another word for fun exercise.
ReplyDeleteI think the difference between an activity and a game is that a game is strictly for fun and entertainment whereas an activity has the purpose to accomplish something for the individuals participating. In the ESL classroom, that purpose is to learn and practice the L2. I think only activities should be present in a classroom. However, I think the name "activity" could be changed to "game" for a younger ESL audience who actually may prefer a game to an activity as "activity" automatically implies learning whereas "game" implies fun and what kid doesn't want to have fun? However, as Debra stressed, an adult who's paid a lot of money for classes might be offended, feel cheated, feel patronized, or just annoyed by having to "play games". They may feel like if they are just playing games, they'll never be a serious speaker of English and that may end up discouraging them. I think the terms should be used depending on the audience.
ReplyDeleteAs everyone has said, it depends heavily upon your students. In some contexts, as those Debra teaches in, terminology is important. Students are "paying customers" and expect serious instruction. They tend to be more highly motivated and would likely see "games" as a waste of their time. Most of the students I teach now have never been to school before. I haven't had any problems with "game" terminology with them, although up until Debra said that I hadn't been particular aware of how I termed things. Playing a game makes them feel more at ease. Many of them like going to Bingo halls, so a couple of times a term I'll do a content-based Bingo game. They know it's a game. I know it's a game. There's no way around it. But more importantly, games or activities like Bingo have been hands-down the most effective (and painless!) way to review information and make sure it sticks with them. If you've got to call it an "activity" to get people interested, then so be it. I'll definitely be more aware of how I term class activities in the future.
ReplyDelete“Game” and “activity” are the important teaching methods or contents. They are the practical ways for students to apply the new knowledge or integrated skills. But I think “Game” is more relaxed and easier than the “Activity” which sounds serious and a little difficult and must be related to the learning knowledge. For teaching children or teenagers, the better word choice maybe “game” because it interests them and they will always think it as a game although it’s more like an activity. But for teaching adult, I think it doesn’t matter to use these two terminologies because adults understand what they need to learn and remember and they know the differences between a game and an activity. If they are not so motivated, it’s better to use “game”.
ReplyDeleteWhether you use the word games or activities in class depends on your class’ reaction to either word. In Debra’s case, she’s right to use activities because her classes regard the word games to mean exercises that are done for fun in social settings but meaningless and worthless for educational purposes and a waste of their money as they are serious about learning English. Activities connotes an educational purpose, that these are not games with no point but that they are meant to help students cement and apply what they’ve learned to communicate in English. I think as long as students and the teacher knows why they do activities, sees their value and recognizes their purpose in helping students apply, practice, and engage in language in creative and motivating ways and so participates wholeheartedly with the intention of becoming better English communicators, then it doesn’t matter what you call them whether it be activities, games, or exercises. I actually use the word games in my class because it helps students have something to look forward to, they perk up and get motivated.
ReplyDeleteThough I would think they are one in the same. Debra made a point during her discussion/demo to say that its better to refer to them as "activities" as apposed to "games" because the word activity is more appealing to adults who are here to learn. There is less of a chance to insult students in a university setting by saying lets do an activity now.
ReplyDeleteI personally think these two words, "game" and "activity", mean about the same thing. I think "game" implies a competition of some sort and an "activity" refers to something the students are doing but not necessarily competing. However, Debra made a good point in class. Although you may bring in a game for the students to do during class, it may be better to call it an activity. Calling it an activity implies that the students are doing something productive. Calling it a game can sometimes bring a negative conotation to the activity because students think they aren't doing anything productive, especially for adult students who are probably paying a lot of money to learn and not to sit around and play games all day. It's good to call these "activities" and to present a purpose or goal to the activity to reassure students that this is going to help them with their langauge skills. You don't want your students to think you are wasting their time and money.
ReplyDeleteGame or activity. I think that if it was a corporate teaching environment, say you were brought in to help business people with their English ability I would use the work activity but if I was teaching the typical ESL in a college or community environment I may be more prone to use the word game. If I was a student and the teacher said that we had to do an activity I would then start to get nervous but if the teacher said there was a game I would feel really relaxed. There is no fear of failure in a game. And the games have something to teach so I would be learning. Sneaky teaching by distraction, the art of teaching. It worked in the Karate Kid movie.
ReplyDeleteI like Debra's point that calling these "games" might cause problems for adult learners who would perceive a "game" as something that was not linked to education. I usually use the word "activity" when teaching my adult ESL students because I want them to connect what we're doing with learning so that they'll focus more carefully. It's really a matter of focus - I want my adult students to be actively paying attention while we do these activities and it feels as if they would be less focused if I call them games. I think that if I was teaching children I would be much more likely to use the word "game" since there is definitely an issue when teaching children of trying to make them feel as if they're having fun while learning and keeping them engaged in something that sounds interesting.
ReplyDeleteJarrod Duarte
ReplyDeleteI don't really see the difference between the two in this sense but I can understand how some people might associate the word "game" with frivolity more so than with the word "activity". As most things, this where the "know your students" comes into play.
Jarrod Duarte
I think that I would call these activities because they are learning alot whether they realize it or not! Now, to the students I would call them games because if you ask a class 'Do you want to do an activity?' you may get a half-hearted yes or two. But if you ask ' Do you want to play a game?' I can bet that noone will say no to that offer. I know that in all my classes activites were what was done with worksheets and partners and such but games were fun, out of your seats, competetive times that were refreshing.
ReplyDeleteAlthough “games” and “activities” virtually mean the same thing, I see how “games” can have a more negative connotation in the academic realm. “Games” seem much more elementary. “Activity” seems, in my opinion, to suggest some learning happening. It is all about setting a good environment, whether that is through our body language or our word choice. I can see how paying adult university students can be sort-of offended at playing versus participating in an activity.
ReplyDeleteI think the use of the terms greatly depends on your students. If you're teaching children, I think "games" will get a better response, but with teenagers and adults"activity" is probably a safer term. Debra made a very good point- her students didn't pay 3-4 thousand dollars a semester and fly halfway around the world to play games. Kathy also made a good point about just knowing whether or not your students have a had a rough time and just need a break. This is definitely a know your students question.
ReplyDeleteOnce Debra explained her reasoning for saying they were activities rather than games and for saying “you cannot participate in this activity” rather than “you cannot play this game,” it made sense to me. It seems that these, while they could be considered games and are fun like games, are really activities. That is because they are not simply for fun with no educational value; excepting perhaps one which she said would be a good relief for students after a lot of stressful coursework. The rest of them all provided education or provided a way to tie in education; whereas, on the other hand, games may serve no such purpose, and even if there is educational value in the game, that is not the main goal. Here the goal is not the fun but the education. It seems some students recognize the distinction in this and that is why some of Debra’s students had complained about playing a game because their goal of being in class was not to have fun but to get an education. Calling them activities, and keeping in mind that they must have educational purpose, would make them both better accepted and better suited when used in class.
ReplyDelete