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Why players misbehave (from a teacher's perspective)
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<blockquote data-quote="uzirath" data-source="post: 8122789" data-attributes="member: 8495"><p>I, too, have found this thread interesting. Although I've been lucky to have rock-solid adult groups for the past decade or so, I have certainly had problem players in the past and I often observe middle-school gamers behaving in all sorts of obnoxious ways. (I am a middle school teacher.) </p><p></p><p>The framework mentioned in the OP reminds me of the <a href="https://originsonline.org/developmental-designs/about-approach#how-it-works" target="_blank">Developmental Designs</a> approach that we use at my school. The program identifies four primary needs for adolescents: autonomy, competence, relationship, and fun. Student engagement increases when activities meet those needs. </p><p></p><p>I sometimes think about this as a game master, too. Players want to have freedom to explore and have an impact on the fictional world (<em>autonomy</em>). They want to understand the rules, to at least a minimal degree, and play a character who can be <em>competent </em>in a few areas. They want to engage with the people around the table (or the Zoom), feeling respected and appreciated (<em>relationship</em>). And, of course, everyone's goal is to have <em>fun</em>.</p><p></p><p>Sometimes if a game gets off-track, I think about whether I can boost any of those elements.</p></blockquote><p></p>
[QUOTE="uzirath, post: 8122789, member: 8495"] I, too, have found this thread interesting. Although I've been lucky to have rock-solid adult groups for the past decade or so, I have certainly had problem players in the past and I often observe middle-school gamers behaving in all sorts of obnoxious ways. (I am a middle school teacher.) The framework mentioned in the OP reminds me of the [URL='https://originsonline.org/developmental-designs/about-approach#how-it-works']Developmental Designs[/URL] approach that we use at my school. The program identifies four primary needs for adolescents: autonomy, competence, relationship, and fun. Student engagement increases when activities meet those needs. I sometimes think about this as a game master, too. Players want to have freedom to explore and have an impact on the fictional world ([I]autonomy[/I]). They want to understand the rules, to at least a minimal degree, and play a character who can be [I]competent [/I]in a few areas. They want to engage with the people around the table (or the Zoom), feeling respected and appreciated ([I]relationship[/I]). And, of course, everyone's goal is to have [I]fun[/I]. Sometimes if a game gets off-track, I think about whether I can boost any of those elements. [/QUOTE]
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