Hello there. My name is Tracy, and you might remember me. or maybe not. It’s been a while since I’ve posted. Kinda shameful for one half of the duo that runs this place. Well, I do have a valid excuse, and it feeds directly into the topic at hand: I started student teaching.
As I said in my initial post about this article series,, I’m studying to be a teacher, and the last step of that process is, well, actually teaching. As you might imagine, that has done two things for me.
1. It made me busy enough that, sadly, writing posts for TiMG became secondary to things like recovering from the day’s exertions.
2. It has given me a lotto think about in regards to the whole teaching/GMing thing that this series is about.
Facilitate. What the what does that even mean?
Well, Webster’s Dictionary defines facilitating as… Wait. Did you really think that I was going for the “dictionary definition as intro” bit? I did tell you that I’m going to be an English teacher, right? That doesn’t fly in my classroom, nor my writing. What facilitation means to me is this: doing whatever it is that I need to do to engage students in learning. If that means direct lecture, study guides, group discussion, scaffolded lessons that are differentiated nine ways to next Sunday, or any combination of those items, among others, I will try to do it.
As a GM, things flow a little differently. You’re not really teaching unless you’re helping someone learn the rules to a new game, or leading by example. For GMs, facilitating means this: get the group to the goods, and bypass the junk. In other words:
Get to the Fun
The above words are a mantra that I have tried hard to adopt. I love to talk (as if my writing weren’t an active indicator of that), and I love exposition. Problem is, exposition is just as likely to bore the players to tears as it is to actually serve in setting up a scene. Too much front-loading is a bad thing.
The same is true in teaching. I subscribe to a philosophy called Constructivism, and one the principal ideas behind it is something called the Zone of Proximal Development, or ZDP. Here’s a wikipedia entry for the idea. The basic concept is this: you want students to work in a mental space where they can work to learn on their own. You do that by setting them up for success. You scaffold information (giving them the groundwork they need to explore the topic), then step back to let them work. You step back in to re-scaffold when they reach the point at which they can no longer work constructively by themselves, and that point can be different for every student and topic.
In gaming, the term needs to be changed. Something like the Zone of Proximal Empowerment might work. As a GM, you need to get your players to the point where they feel empowered to let their characters’ thoughts, agendas, emotions, and struggles take canter-stage. If you can do that by letting the players sit back and just role-play, engaging with the world and your NPCs, so much the better. Those are my favorite moments in a game. I see my group working with what I’ve given them, and I lean back, smiling.
Now, like all of my analogies in this series, this isn’t perfect. But, the point is this: as a GM, you need to work to make sure your group is empowered to have the most fun that they can have while still maintaining control over your game. It’s a fine line to walk in both the classroom, and at the gaming table. But in those moments where it work? Magic happens.
I’m Tracy Barnett, and This is My Game
Part idiot. Part old man. All geek. I write about RPGs like it's my job (man, I wish it were), and I am working on a campaign setting called Shadows of the Collegium. Also, I design games. You can find out more about me on Twitter, and about Shadows of the Collegium and my other games at sandandsteam.net.