5 Ways Teaching is Like the Game of Risk

Last weekend I convinced my wife, her sisters, and her sister's fiance to gather around the kitchen table for a light-hearted game of Risk. After several hours of intense battling (with no end in sight), we called it a night. The slow victories, the back and forth attacks, the constantly elevating emotions – they all reminded me of one thing. Teaching.

1. It is nearly impossible to plan more than one turn ahead since you never know what your opponent is going to do.

Since I was playing with five other people, I had to wait at least 20 minutes between turns. In that time, the game board – and my plan of attack – changed constantly. Not only did I need to keep in mind where I wanted to go, but also where I was at any given moment. As for teaching, I wrote this blog post that echoed those same principles in education.

2. Once an army builds momentum, it is nearly impossible to stop them. Great if you are attacking, not so great if you are defending.

Every teacher has experienced a class that turns into a mock representation of Golding's classic novel Lord of the Flies. No one intends for this to happen, but the change is so gradual that by the time the teacher realizes it, it's too late. The same thing happened to me during Risk. All seemed fine, until I noticed that I had lost Europe (and the 5 extra troops it awards each turn) to the green invading army.

3. Some people simply don't see why Risk is such an exciting and challenging game.

The only reason why I convinced the girls to play Risk in the first place was because we set up the board when they ran out to pick up snacks. By the time they realized what we had planned, it was too late. They simply didn't get the same pleasure out of Risk as the guys did. As teachers, we see this during many parent meetings. For some families, school simply isn't a priority – and that's usually the root of the problem.

4. The end goal nearly always seems unobtainable until it somehow miraculously happens.

Progress is slow and sometimes difficult to measure. In Risk, a victory comes not when a country is won, but when it can be held longterm. The same can be said about learning.

5. Even during the fiercest of games, truces must be made. At least for a little while.

Working with students is a constant game of give and take. Good teachers are the ones who know how to take more than give (without students ever noticing).

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Student Example of Persuasive Writing

I have to give my kids credit. For seventh grade, this is focused and articulate writing. Here is the girls' letter to me, and my response.

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Student Bathroom Use - Scientific Research

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Banning Books in School is Ridiculous

Let's pretend that after the invention of the light bulb, a decree was made banning the use of candles. After all, light bulbs are safer, more effective, and easier to manage. There would be no need for candles anymore.

But what about the people who couldn't afford electricity? Instead of being illuminated by this new technology, they would instead be cast into darkness. And what about the puppy-love couple looking for a romantic dinner? A softly humming light bulb swaying above the table just wouldn't be the same. And let's not even get into how much of a catastrophe birthday cakes would become.

Banning candles with the advent of the light bulb never happened, because it is a ridiculous idea. No one would possibly want to ban something when it still had so many useful purposes, right?

Then why is there a conversation on Computerworld.com about banning printed books from schools in lieu of ebooks and electronic readers?

Mike Elgan writes:

So that's my proposal: Ban all paper textbooks and go electronic. Students could choose to read on PCs, phones or Kindle-like readers. If students don't have some kind of reader, libraries and computer labs do. (Direct Link)

This is a dangerous idea. Anyone who uses a Kindle or regularly reads ebooks on a computer knows that it's a completely different feel from holding and reading a physical book. If we were to mandate electronic literature, students would have to adapt and I suspect that would bring about the end of independent reading beyond the classroom. If kids don't have access to e-readers at home and fall out of practice reading paper books, then all reading outside of of class is going to end.

I'd rather be enjoying the futility of a candle than be sitting in darkness.

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How to Create a School Radio Station

A few years ago I created a descriptive writing unit using old time radio plays. They're great because events and actions have to be specifically explained for the listener to visualize what is happening. The only problem is that resources are difficult to come by – the heyday of radio is about 60 years past.

One evening while hunting for 40s-era broadcasting information, I stumbled on a hobby website that sold recreational short-range broadcasting units. The description said they were ideal for drive-in movie theaters, college campuses, and small communities. They were interesting, but irrelevant to what I was looking for, so I moved on.

I happened to run into my principal in the hall later that week and mentioned the transmitter to her. She emailed me a few hours later with instructions to order the equipment – I was now the advisor for the new school radio station.

The radio station is really nothing more than a glorified podcasting club. Everything is pre-recorded using a basic microphone/mixer setup and Audacity. The daily schedule is programmed into Zara Radio (a free auto-scheduling program) and then plays throughout the day. Students seem to enjoy it in the mornings during homeroom, and during free periods such as study hall. Teachers like it because they know it is safe in terms of content and language – something not guaranteed on regular top 40 radio.

The only difference between our radio station and your podcast is a $270 transmitter. A captive audience, student accountability, peer engagement – well worth the money if you ask me.


Of course, there's more to our radio than what I wrote about here. This post is more of a taste for those eager to look into the idea for themselves. The topic will likely come up in future posts, but for those wanting more info now, feel free to say so in the comments. I'd be happy to help out.

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Good Teachers Don't Prepare More than a Week Ahead

Teaching is kind of like standing at the shoreline trying to jump waves. The waves are unpredictable. Instead of planning to jump at a constant time interval and hope that some waves sync up with your rhythm, you need to adjust for the ebb and flow. The same is true with teaching.

I never plan more than a week ahead. This limit was unconscious – it's just what worked best for me. I was thinking about it the other day as I was working on a lesson for the following day (I don't find this to be procrastinating; it's being intuitive of my students' needs). I wondered if other teachers planned the same way I did, so I sent this tweet to my professional network on Twitter:
The responses I got ranged from full agreement (“I feel that anything else would not be genuine.”) to near disgust (“Absolutely not! There is no way to ensure that you will finish the course if you only plan one week ahead.”). One follower replied discretely through private message and said, “I have to be mindful of my admins on this network.” It was an interesting point. To be effective teachers, do we need to operate in a way opposite than what is expected of us? If I told my administrator that I only have a vague idea of what the kids will be doing a week from tomorrow, would I be viewed as ill-prepared?

There's a good conversation to be had among the replies and direct messages I received, so I posted them all below. I kept replies anonymous in the event of lurking admins. Feel free to add your own response in the comments.

I don't think you can call a teacher good based on how far they prepare in advance. I know good teachers in both categories

I have to be mindful of my admins on this network-I use a calendar that gives me an outline-everything else is all feel! And that feels good.

In planning only a week ahead-I feel that anything else would not be genuine. You've got to have a feel for the group...

In my classes, the students determine the pace, if I try planning too far ahead, I end up moving my plans around anyway

Absolutely not! There is no way to ensure that you will finish the course if you only plan one week ahead.

Good teachers need 2 kinds of plans - long term frame and short term details - details need to be adjusted nearly daily

RE: prep-A good teacher needs a frame/skeletal plan/map for year, but day-to-day plans, I agree, no more than 1 week...

I heard of teacher who used SAME PLAN BOOK for YEARS! Left sub instructions: "Do not write in plan book." True story!

I teach 5th grade. I have all plans for the following week done on Fri when I leave. Beyond that, I have a general map/plan.

somewhat noway 2 know what will b learned fast/slow ea. day so different than b4 plenty of goals - action steps take more time

Somewhat agree..Important to have a solid idea of where u are going over unit/yr.

I am always adjusting the time schedule-I have the big picture & fill in as time allows-I over plan always.

Depends on what you mean by "prepare". I believe in planning with end in mind, but have to be willing to adapt and change too

"prepare" - good teachers have an inner preparedness which resonates with that pulsating, glittering dynamic we call learning

i'm prepared for the year. i adjust my plans as i go. diff. between being prepared&planning 4 me is huge

Disagree. Good teachers prepare months in advance if that is what it takes to know where they want their kids to go

Disagree--teachers need to have a broad overview of where they are going.

I know what I'll teach during the year, but for individual lessons I'm flexible and plan at short notice according to the stds

Nah - I outlined each whole unit, but was then flexible based on what the students needed/liked/wanted

I have an outline of what will be when, but the day to day planning is contingent upon what happened the day before--meet them and I'm a 17 year teacher, not a newbie. I find if I plan too detailed, to far in advance, I'm teaching what I want, not what the kids need.

I have an outline of what will be when, but the day to day planning is contingent upon what happened the day before--meet them

I TOTALLY agree, especially if you are truly using formative assessment and responding to students' needs!

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The Teacher Work Day

I remember a phone conversation I had with an old high school buddy a few years ago. He had moved to New York City after college and we had lost touch. In that time, I had secured my first teaching position, and he was interested to know what it was like to sit on the opposite side of the desk. When I told him my schedule (5 classes, 1 duty, 1 prep, lunch, team meeting) he scoffed. So you only teach 5 out of 9 periods? That's only like half the day! I remember the desire to take the 8 hour trip to NYC just so I could slam his fingers in the nearest door.

What he didn't understand was that those four “non-teaching” periods were either spent dealing with student concerns, or working one-on-one – and I either ate lunch in my room while kids played catch-up or ate in the cafeteria to build better relationships.

At the time my friend was working as a personal trainer at a private gym for some fancy corporation. He showed up at 9am, motivated a few portly CEOs, then clocked out at 5pm. He didn't realize that a teacher doesn't stop being a teacher after the final bell rings. My first year teaching was pretty characteristic of all first year experiences. I got to school early, stayed late, then brought home work to do during commercials.

I'm now in my sixth year of teaching, and this routine has not changed much. Last night after spending almost three hours working on lesson plans, I asked myself, shouldn't this be getting easier? For good teachers, I think there's an obvious answer to that.

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