Module 7: Playing

Playing is doing something one enjoys, often "intentional" play is utilized by educators as a way to incorporated fun into learning. As many of the modules before this address, peer mentoring programs for Chinese international students need to be more than venues to find answers, they need to be opportunities that promote authentic relationships and friendships. In order for this to happen, Chinese international students need to be viewed as more than individuals who only benefit from mentoring programs due to the information provided to them. They must be viewed and individuals with knowledge and experiences that are valued equally.

With the goal to create authentic friendships in mind, the value of play becomes quite clear. Ask yourself, what do you do when you are with a group of friends? Do you simply ask each other questions back and forth? No. Most likely you enjoy a movie, attend a sporting event, frequent a museum, play a game, or socialize over a meal. All of these events include some aspect of play, each scenario provides the opportunity for individuals to enjoy themselves while engaging in dialogue with others, in doing so we get to know each other better, and friendships are strengthened. The value of play is imperative in creating, promoting, and strengthening friendships. This idea is no different when approaching the value of play in peer mentoring programs.

In order for a peer mentoring program to be successful, it should include a range of “playing” opportunities. These opportunities for play should initially be low risk, as both international and domestic students are being introduced to new expectations, surroundings, and people. However, through these initial low-risk playful activities, students begin to strengthen relationships and feel more comfortable with each other, which then provide the opportunity for high-risk activities that truly strengthen relationships. A great way to incorporate play into peer mentoring programs is through (as cliché as this sounds) field trips. These field trips provide an opportunity for international students to engage with American heritage/culture through experiential learning. They also provide an opportunity for both domestic and international student to explore different environments together, creating shared experiences that can later be reflected and built upon.

The activity I have created for peer mentoring is an on-campus field trip to the Broad Museum of Modern Art. This is low risk playful activity as it is located in a familiar on-campus setting. However, the specific location of the museum is relatively new, therefore it will still provide the opportunity for shared experiences. Part of this field trip will be a one-word association game. For different works of art, both the domestic peer and international student will record the first word that comes to mind when first viewing the work of art. This will maintain a low amount of risk for those international students who come in with low English proficiency. This activity will initially serve as a way for both students to engage in conversation. Additionally, it promotes the value and knowledge of both students, rather than the knowledge of the domestic student over the international student. Furthermore, once relationships have been built and higher risk play can be explored, this activity can be re-visited to address cultural differences that may have led to different words, perspectives, and understandings of the art.