Students Ask "Can We Play Games Today?" — And the Answer That Changed My Classroom

When Students Dreaded Coming to Class

In my first year of teaching, I was proud of how orderly my classroom was. Students sat quietly, no one dared to talk. But I also noticed: they arrived with sad faces, constantly glancing at the clock waiting for class to end.

"Strict teacher = good classroom" — I used to believe this wholeheartedly.

Until one parent told me: "My child is scared to go to school. She says class isn't fun at all."

That statement hit me like cold water. I was creating an environment where students feared learning, not one where they wanted to learn.

The Question That Changed Everything

I started experimenting: incorporating small games into my lessons. A random name picker to call on students. Team races for group competitions.

The first class was... explosive. Students laughed, cheered, competed to raise their hands. I panicked, worried about losing control.

But something magical happened the next class. When I walked in, students were already sitting properly and immediately asked: "Teacher, are we playing games today?"

They started arriving earlier. Preparing their work at home. Staying focused because they might be called up to "play." That's when I understood: motivation to learn doesn't come from fear — it comes from genuine interest.

"Playing Games" But Actually Learning

Many colleagues asked me: "If you're playing games all the time, when do you actually teach?"

This is the biggest misconception. The "games" in my classroom aren't mindless video games. They are:

Magic Hat (Random Name Picker): A randomizer that selects students to answer questions. Everyone stays focused because they could be called at any moment.

Duck Race (Team Competition): Teams compete against each other. When a team answers correctly, their duck moves faster. Students prepare their work to help their team win.

Flash ZAN (Mental Math Challenge): Mental calculation practice disguised as a challenge. Students practice math while thinking they're "playing a game."

Random Picker (Oral Quiz): Fair oral examinations. Everyone must prepare because anyone could be selected.

All of these are LEARNING ACTIVITIES that have been gamified — adding game elements to create engagement and excitement.

Did Academic Results Suffer?

This is the question I asked myself — and get asked — the most.

After one year of implementation, I compared results:

Test Scores

• •Class average increased by 0.5 points (on a 10-point scale)
• •Number of struggling students decreased by 30%
• •Number of high-achieving students increased by 20%

Learning Attitudes

• •90% of students said they enjoyed coming to school
• •Homework completion rate increased by 40%
• •Students proactively asked questions more often

Classroom Behavior

• •Better punctuality (students wanted to arrive early)
• •Fewer reminders needed
• •Overall happier classroom atmosphere

Academic results didn't decline — they actually improved. Because students WANTED to learn, not FEARED having to learn.

Research Supports Gamification in Education

My classroom observations align with educational research. Studies show that gamification can:

• •Increase student engagement by up to 60%
• •Improve information retention by 20-40%
• •Reduce anxiety around challenging subjects
• •Build positive associations with learning
• •Develop healthy competition and collaboration skills

The key insight: game elements tap into intrinsic motivation — the natural human desire for achievement, competition, and fun.

5 Ways to Create Lessons Students Look Forward To

Based on my experience, here are the core principles that make gamified learning effective:

1. Surprise: Don't let students know in advance what game you'll play. "Today I have a surprise for you" — this phrase creates anticipation.

2. Fairness: Every student should have an equal opportunity. Random pickers ensure no one is forgotten or always picked.

3. Appropriate Challenge: Too easy is boring, too hard is discouraging. Adjust difficulty so everyone has a chance to succeed.

4. Recognition: Praise students immediately when they do well. A round of applause, a "star" on the board — these small gestures create motivation.

5. Connection to Learning: "Games" must serve learning objectives. Don't play just to play — play to learn.

When Colleagues Are Skeptical

Not everyone supported this teaching approach. I heard comments like:

*"Playing games all the time — when do you actually teach?"* → I invited them to observe my class. They saw: games only took 5-10 minutes, the rest was lesson content. But those 5-10 minutes created enthusiasm for the remaining 40 minutes.

*"The class is too noisy, no discipline!"* → A classroom that's noisy from enthusiasm is different from one that's chaotic from lack of discipline. When I need silence, I just signal, and students quiet down immediately because they want to keep "playing."

*"Students only want to play, not learn!"* → Wrong. Students want ENGAGING EXPERIENCES. If learning is an engaging experience, they'll want to learn.

After some time, many colleagues started asking me how to do it.

The Tools I Use Every Day

I couldn't do this without supportive tools. Here's what I use daily:

SoroKid Toolbox:

• •Magic Hat: Call on students fairly
• •Duck Race: Team competitions
• •Flash ZAN: Warm-up at the start of class
• •Timer: Time management
• •Random Picker: Oral quizzes
• •Lucky Light: End-of-class games

All free, no ads, beautifully designed. I just open the website, choose a tool, and start.

No need for complex PowerPoints. No preparation the night before. Everything is ready in just 30 seconds.

Common Mistakes When Implementing Gamification

Through my experience and observing other teachers try gamification, here are pitfalls to avoid:

• •Over-gamifying: Not every moment needs to be a game. Use strategically
• •Ignoring learning objectives: Games must reinforce what you're teaching
• •Unfair systems: If the same students always win, others lose motivation
• •Complex rules: Keep game mechanics simple so focus stays on content
• •No reflection: Always connect game outcomes back to learning

Advice for Teachers Who Want to Change

If you want students to ask "Are we playing games today, teacher?", here's a roadmap:

Week 1-2: Experiment Choose just 1 tool (I recommend the Magic Hat/Random Name Picker). Use it for 5 minutes at the end of class. Observe student reactions.

Week 3-4: Expand Add 1-2 more tools. Use them at different times: beginning, middle, end of class.

Month 2: Build Habits Students start to anticipate. You adjust to fit your specific class.

Month 3 onward: Get Creative Combine multiple tools. Create "special days." Let students make suggestions.

The most important thing: START. Don't wait for perfection. Take it slow, adjust as you go.

The Real Measure of Success

Years later, I still remember the moment that confirmed I was on the right track.

A former student, now in middle school, saw me and said: "Teacher, I still remember when we used to race the ducks! Math class was never boring with you."

That's when I knew: the question "Can we play games today?" wasn't about avoiding learning. It was about loving it.