PLAYSPACE DESIGN

FOR ESOL TEACHERS

Katherine Riera
AET/570
November 23, 2015
Professor Natasha Spellman

Introduction
The organization to participate of this activity is a school and the
participants chosen are the ESOL teachers. Each teacher is engaged
with students from several grade levels. Every day during our end of
day debriefing they will have the opportunity to share a celebration
from their day with their co-workers.

Learning Needs
The targeted population are teachers of non-English speaking students. Also,
several of the teachers are also bilingual. These teacher presented a need in
the area of student development and, for this reason, they decided to meet
every day to discuss their findings. These meetings can become
overwhelming at times because these students sometimes can be slow
learners. For this reason providing a Playspace for Celebrations was needed.

Playspace: Celebrations

Teachers once gathered think about one thing that they consider worth celebrating.
These will be written down on large post-it notes.
Then placed on a chart or board and sorted according to their categories.
Each teacher will have the opportunity to share why their post-it note is worth
celebrating.
If time they will also share why they think their friends notes are worth
celebrating.

Monday

grades

t
At

nc
da
n
e

Is
here

A+
C+

Voc
New
word

On
task

social

workin
g

smile
d

Said
hi

co
m

ple
t

ion

Finishe
d work

teacher

C
E
L
E
B
R
A
T
I
O
N
S

Conclusion
Sharing is a powerful tool in any career, and sharing our celebrations is
even more powerful than we think. Our accomplishments give us a sense
that we can do anything we set our minds to do. It makes us feel powerful
and in control of our job. Having employees, that feel this way will produce
employees that are much more productive and happier with their place of
employment.

Reference
Meyer, P. (2012, summer). Embodied learning at work: Making the

mind-set shift from workplace to playspace. New direction for

adult & continuing education, 2012(134), 25-32. doi:10.1002

/ace.20013