To those of you who are die-hard DMs, I'd like to propose that teaching a classroom (preferably an English classroom as oppose to a math classroom where there are fewer similarities) and DMing are almost identical in their roles. Here are some examples of what I mean:
1. The DM reads materials like the PHB and DMG, mastering the information there so that the players (the students) are better able to participate in the activities of the day (gaming), the same way a teacher prepares for the class by making sure he or she understands the texts used in the class.
2. The DM prepares weekly (or monthly, or perhaps daily, if you've got all the time in the world) adventures for the players to run through, much like a teacher prepares a lesson plan for the day. On the same token, DM's (depending on one's dedication) will fashion entire campaigns lasting months and years, much like a teacher prepares a cirriculum for his or her students, which everyone follows as the year goes on.
3. The DM throws challanges at his or her group in the form of combat (monsters, humanoids, undead, etc.), traps, riddles, puzzles, conflict (which is not the same as combat), decisions (involving dialogue, protagonists, antagonists, right and wrong, good and evil, keeping one's head in the game and not getting caught up in hording magical items and gold, etc.), and many other obstacles that the PCs must overcome. This is identical to the assignments given by a teacher.
4. The DM awards the players when they succeed. Treasure, experience points, information, access to new areas of exploration, and new, powerful allies are but a few examples of possible rewards. These rewards are quite similar to grades bestowed by a teacher. If a PC decides to stick his hand in a vat of unknown liquid before identifying its contents, that PC might find his hand dissolved off at the wrist. In this case, that PC has failed the "test" provided by the DM, the same way a student fails tests in class. There are many other examples. Too many to list here.
5. The DM is typically at the front of the room, at the head of the table, usually moving about, helping PCs keep their character sheets in line, helping with last-minute research, using the chalkboard or dry erase board, acting as the head of the gaming session, doing most of the talking. This behavior is almost identical to a teacher's role in the classroom. One can visualize and make the connections.
6. The DM typically makes time for out-of-game discussions. Talk about future characters, the path of current characters, the possibility of magical item creation (and other craft-based abilities and feats, like weaponsmithing and such), spell crafting, discussion concerning strongholds and towers, the transition of powerful PC to NPC, and many other conversational activities closely mirrors how a teacher will (well, in some cases, should) take extra time with his or her students, staying after class and after school to help along whatever lesson he or she is teaching, the same way a DM would (well, in some cases, should) try to breathe life into his or her game away from the gaming table.
7. The DM typically begins as a player, the same way a teacher always begins as a student. Also, the DM will find that he or she will have to differ to players from time to time. Arguments at the table waste time and disrupt the game, the same way disagreement in the classroom wastes on-task time and disrupts the teacher's ability to manage the classroom. The DM is in charge, and is looked to for guidance through his or her gaming world, but sometimes players know more than the DM (especially if they're physics majors arguing about the properties of a fireball in high winds, or some other issue). This is true in the classroom. The teacher is as much a student as those he or she is in charge of. If a teacher is unwilling to learn from his or her students, the entire class suffers because of that teacher's arrogance. The gaming table is no different.
8. The DM is constantly staying on top of the latest information as it arrives in bookstores (like preparing for 3E rules when they arrive and setting aside old 2E rules). The teacher must also continue to educate him or herself in order to stay on top of the material and be able to practice new teaching techniques.
9. Many English classes make use of supplementary readings along with whatever textbook they're working out of. These readings (usually in the form of "cannon" novels like Lord of the Flies and Animal Farm) go hand-in-hand with the lessons discussed in class, and show the students how to read, and think, critically. Some DMs enjoy recommending that players try out the novels that inspire the games he or she writes. In my case, I run an FR campaign, and my players love the novels now that I've suggested they read them. They notice the connections between the books and the game, and it makes for a better game when they have that unconscious "feel" of Faerun running through their veins while we play. I can only tell them so much. It's marvelous when Ed Greenwood helps me along (Keep in mind that I don't suggest they read Once Around the Realms or most of the Harper books. RAS and Greenwood are favorites.)
These are just a few connections I've made down the years. Please feel free to post any connections I may have missed. Also, I'm sure the list of differences is much longer than the list of similarities. Let's see what we can come up with. Hey, if any of you are having trouble finding out what you want to do with your lives, and you're a DM, teaching might be an avenue worth exploring!
1. The DM reads materials like the PHB and DMG, mastering the information there so that the players (the students) are better able to participate in the activities of the day (gaming), the same way a teacher prepares for the class by making sure he or she understands the texts used in the class.
2. The DM prepares weekly (or monthly, or perhaps daily, if you've got all the time in the world) adventures for the players to run through, much like a teacher prepares a lesson plan for the day. On the same token, DM's (depending on one's dedication) will fashion entire campaigns lasting months and years, much like a teacher prepares a cirriculum for his or her students, which everyone follows as the year goes on.
3. The DM throws challanges at his or her group in the form of combat (monsters, humanoids, undead, etc.), traps, riddles, puzzles, conflict (which is not the same as combat), decisions (involving dialogue, protagonists, antagonists, right and wrong, good and evil, keeping one's head in the game and not getting caught up in hording magical items and gold, etc.), and many other obstacles that the PCs must overcome. This is identical to the assignments given by a teacher.
4. The DM awards the players when they succeed. Treasure, experience points, information, access to new areas of exploration, and new, powerful allies are but a few examples of possible rewards. These rewards are quite similar to grades bestowed by a teacher. If a PC decides to stick his hand in a vat of unknown liquid before identifying its contents, that PC might find his hand dissolved off at the wrist. In this case, that PC has failed the "test" provided by the DM, the same way a student fails tests in class. There are many other examples. Too many to list here.
5. The DM is typically at the front of the room, at the head of the table, usually moving about, helping PCs keep their character sheets in line, helping with last-minute research, using the chalkboard or dry erase board, acting as the head of the gaming session, doing most of the talking. This behavior is almost identical to a teacher's role in the classroom. One can visualize and make the connections.
6. The DM typically makes time for out-of-game discussions. Talk about future characters, the path of current characters, the possibility of magical item creation (and other craft-based abilities and feats, like weaponsmithing and such), spell crafting, discussion concerning strongholds and towers, the transition of powerful PC to NPC, and many other conversational activities closely mirrors how a teacher will (well, in some cases, should) take extra time with his or her students, staying after class and after school to help along whatever lesson he or she is teaching, the same way a DM would (well, in some cases, should) try to breathe life into his or her game away from the gaming table.
7. The DM typically begins as a player, the same way a teacher always begins as a student. Also, the DM will find that he or she will have to differ to players from time to time. Arguments at the table waste time and disrupt the game, the same way disagreement in the classroom wastes on-task time and disrupts the teacher's ability to manage the classroom. The DM is in charge, and is looked to for guidance through his or her gaming world, but sometimes players know more than the DM (especially if they're physics majors arguing about the properties of a fireball in high winds, or some other issue). This is true in the classroom. The teacher is as much a student as those he or she is in charge of. If a teacher is unwilling to learn from his or her students, the entire class suffers because of that teacher's arrogance. The gaming table is no different.
8. The DM is constantly staying on top of the latest information as it arrives in bookstores (like preparing for 3E rules when they arrive and setting aside old 2E rules). The teacher must also continue to educate him or herself in order to stay on top of the material and be able to practice new teaching techniques.
9. Many English classes make use of supplementary readings along with whatever textbook they're working out of. These readings (usually in the form of "cannon" novels like Lord of the Flies and Animal Farm) go hand-in-hand with the lessons discussed in class, and show the students how to read, and think, critically. Some DMs enjoy recommending that players try out the novels that inspire the games he or she writes. In my case, I run an FR campaign, and my players love the novels now that I've suggested they read them. They notice the connections between the books and the game, and it makes for a better game when they have that unconscious "feel" of Faerun running through their veins while we play. I can only tell them so much. It's marvelous when Ed Greenwood helps me along (Keep in mind that I don't suggest they read Once Around the Realms or most of the Harper books. RAS and Greenwood are favorites.)
These are just a few connections I've made down the years. Please feel free to post any connections I may have missed. Also, I'm sure the list of differences is much longer than the list of similarities. Let's see what we can come up with. Hey, if any of you are having trouble finding out what you want to do with your lives, and you're a DM, teaching might be an avenue worth exploring!
