“All work and no play makes Jack a dull fellow”

Jean Rudiger-Harper
Appenzell

L’autrice muove dalla costatazione che nell’abituale regime scolastico gli allievi si trovano nella condizione di stare per lo più seduti al loro posto ascoltando, prendendo appunti o facendo esercizi. Facendo riferimento al fatto che un apprendimento efficace dovrebbe tenere in considerazione le modalità di funzionamento del cervello umano, discute tra aspetti problematici e formula delle proposte concrete di giochi. La prima conseguenza della mancanza di movimento in classe è una carente ossigenazione del cervello che ne limita le capacità cognitive. Possono offrire rimedio alcuni giochi di mimo che favoriscono la mobilità. La seconda questione affrontata concerne l’esigenza di visualizzare i contenuti dell’apprendimento così da stimolare il lavoro contemporaneo dei due esmisferi cerebrali. Anche a questo riguardo vengono proposti alcuni giochi. Infine l’autrice tematizza la dimensione emotiva. In effetti è noto che l’efficacia dell’apprendimento dipende direttamente dall’intensità emozionale che ne caratterizza il processo. E anche in questo caso si suggerisce un gioco. (red.)

Introduction

Unless you are teaching young learners, games in the classroom are very often regarded suspiciously by a large majority of both teachers and students. “Childish and a waste of time” are some of the less aggressive comments passed on the inclusion of games in the syllabus. A state of affairs which is highly regrettable if we consider what we can achieve through the strategic use of a game at the right time and the right place, especially in foreign language learning.
Let us look at the ordinary school day of the ordinary adolescent or young adult. Most of that day is spent immobile at a desk, very often just listening and taking notes. There are subjects which allow for a more interactive approach but on the whole the day is a static analytical one often accompanied by the pressure of tests to be taken and test marks to be received.
In short, in the light of what we now know about what the brain needs to function most efficiently, not always the most auspicious of circumstances for effective learning.

Mime and Movement

The brain is an oxygen hungry organ needing up to 20% of the body’s supply. As the supply of oxygen to the body and the brain depends on the rate of respiration it does not surprise us that if the human body is kept inactive for longer periods and the brain stem automatically starts to reduce the rate of respiration and with it the supply of oxygen to the brain, the brain literally starts to go to sleep. Opening the classroom window is an option to improve the oxygen supply but it is not nearly as efficient an option as providing movement which immediately stimulates the brain stem into activity. A game can provide this need for movement quickly, effortlessly and, certainly in foreign language classrooms, without taking time off from the topic under discussion. [...]