During a recent PGCert discussion, the importance of fun in student learning took centre stage. We explored the benefits of student engagement through play, acknowledging its positive impact on both learning and attendance. However, the concept of “fun” quickly became complicated.
While we all agreed on the value of playful learning, a classmate raised a crucial point: humour can be problematic. Jokes and references often rely on context, potentially excluding those unfamiliar with it. Additionally, some seemingly harmless jokes might have offensive origins, unintentionally causing harm.
This sparked a debate about defining “fun” within an educational context. Could we simply remove humour altogether, creating a neutral classroom avoiding potential bias?
While this approach eliminates the risk of exclusion, it raises a new question: is a sterile learning environment truly desirable? Laughter can create a positive atmosphere, fostering engagement and reducing tension.
Perhaps the answer doesn’t lie in eliminating fun altogether, but in approaching it with sensitivity. Imagine designing playful activities that encourage broad participation and create a safe learning space for everyone. But it’s not a one-size-fits-all solution. What one student finds fun, another might not, due to their individual learning styles.
My PGCert journey has just begun, and I’m eager to delve deeper into this topic. Developing a understanding of how to create a truly inclusive and engaging learning environment – that’s the ultimate goal.