“But back to Jandy Nelson who started off her address by explaining “this belief I have that English teachers are our contemporary shamans: the wakers of sleeping souls, the planters of dreams in heads, the imparters of some of life’s most valuable gifts: compassion, empathy, humanity, ambiguity, wonder, joy.” She went on to describe a few of her own deep learning experiences with English teachers.“
The year, around May 2010 or so, I finished my first round of National Boards, I promised my younger son I would start playing World of Warcraft. My husband worked for a previous incarnation, Sierra Games, and his brother, my brother-in-law, works for Blizzard (on the Diablo series), so the truth is it ran in the family. My older son plays, too, but at a much more competitive and competent level than I ever will. And though I’ve held the Minecraft Club/Anime Club for years, I don’t play Minecraft, but certainly, see its value.
Over the years, I can’t help but draw parallels between this MMORPG (massively multiplayer online role-playing game, ya noob), education, and being a teacher. My main character for years was a shaman: she carried two big axes or maces with her, and with the help of her trusty spirit wolves slew giants, monsters, naga, and all manner of evildoers and bad dudes. I’ve switched to a druid, all sparkly and full of moonbeams and sun fire. Playing wasn’t always relaxing for me: there were times when it became too serious, took up too much of my head space, and the joy was gone. Yup, kind of like teaching.
Quest Lines: think about quest lines like a curriculum map that you don’t participate in, create, help forge, etc. It’s given to you as your sacred duty to save someone, something, and at the end, you get a boon, be it experience or gold. Sometimes you get gear, but the gear is always third-rate. Anytime you can participate in a quest line that needs 3-5 other players consider that your PLC time, created in the moment to conquer a bigger monster. It goes faster when you work together, and tackle those big monsters en masse.
Leveling Up: School and its trajectories are one big leveling up. As a teacher, if I don’t think I am growing, or a situation is adding toxicity to the support of students and staff, it’s like poison from a plague machine from the Forsaken. (
Area of Effect: AOE, or area of effect, is the spell power to either heal or do damage, (or both if your character is heavy into the crit thing). My mage blasts fire or ice. My druid sends waves of green healing or rains starfire from the skies. The shaman wakes the earth and the priest pulls dark shadows from the air.
In a classroom, the students sitting further in the back do not receive the full effect of teaching as much as those in the front. My way around this is to do as much walking around, and joining small groups as possible. The old “proximity” rule is valuable, but it’s not enough. If you’re casting out healing or crit powers, make sure it doesn’t overheal or crit, wasting precious mana and casting time.
Mana: Red is for health, and blue is for mana. Mana is life goo. Mana from heaven, supernatural aid, aiding in casting spells and healing. Different classes of characters need different attributes –paladins need stamina, spellcasters need intelligence; hunters and shamans need agility. These characteristics work to create a well-tuned character, making them powerful and competent.
Guilds, cliques, and NPCs (non-player characters: I’ve been in my share of dysfunctional guilds. I’ve jokingly referred to guilds as my bridge club: it’s been one of my social outlets for some time, and a fun, light hobby. There have been times it’s been a serious hobby for me, and I’ve made many life-long friends all around the world that I wouldn’t trade for anything. Guilds can be comprised of thousands of people, or like my little guild, two to three. If a guild is a raiding guild, there are different levels of those, as well. I’ve been in raiding guilds and casual guilds, and have experienced a few personalities of guild leaders.
Cliques are a natural result of alliances that form when large groups work together and can be beneficial in achieving small sets of goals. However, recognizing when cliquish behavior becomes an obstacle to the global goals is important, because undermining larger efforts may result.
NPCs are critical for success; think of the custodians, secretaries, nurses, counselors, etc. all who make such a huge difference in the lives of students and staff. Click on that NPC if they have a talk bubble: you will find out amazing information.
What do the good guild leaders do? The make sure everyone knows their role and how to work together best. They see areas of growth, and never publically criticize a team member. They don’t allow for gossip or hearsay. And they don’t play favorites. Now, if they have to sit someone out because they aren’t geared up yet, etc. they work with the teammate to assist in questing, raiding, etc. to bolster, but that commitment works both ways. The player needs to step up, too, and do what it takes to make the team. Good leaders’ tones are professional and warm. They are solution-focused and want to keep their guilds together. It takes too much time and energy to have turnover on a raid team. And they keep their senses of humor. It is just a game, after all.
Alliance versus Horde: forever and ever, Amen. In Azeroth, the Alliance and the Horde battle over, well, everything, until of course the demons from the Legion show up and ruin it all. This is why we can’t have nice things, you know. Call this identity politics — associating oneself with one side versus the other is a shortcut for understanding, or pop-psychological understanding, of someone’s preferences and personality. Don’t be fooled. Just because someone enjoys pretending to be a green Orc versus a wistful Night Elf doesn’t say too much, trust me on this. There are two sides, and both have their own narrative, allegiances, leaders of all stripes, and factions. Tribalism serves the tribe, but not the village: the more integrated and cross-content conversations happen the better we serve our students. Or destroy the Legion. Whichever comes first.
PVP: Akin to Alliance versus Horde, Player versus Player is another competitive sport that one needs to knowingly engage in, and have a clear understanding of the outcome. I have no interest in playing on a PVP server: nothing like a Forsaken rogue stabbing me in the back when I’m looking for an NPC to turn in a quest. Those graveyard-to-corpse runs are a timesink.
Dungeons and Raids: Sign up. Pick a role. Do your job. Play fair. Communicate. Don’t troll. Rinse. Repeat.
Grinding: So much in Azeroth is called “grinding” — doing the same repetitive tasks in order to gain status, reputation, or a boon. These grinding quests are the seemingly infinite gateways to “the good stuff.” It’s helpful for me to remind myself that the occasional grind of teaching does get our students to that good stuff; accomplishments and banners of awesome.
The Final Boss: in every dungeon, raid, or world quest there is a final boss. This character has been wreaking havoc for some time, destroying lives and having many vows of vengeance thrown in his or her name. (But it’s usually a “he.”) This is the moment you’ve worked toward, you’ve prepared and planned. You will have to work very closely with your teammates in order to bring down this boss: he has a bag of tricks (aka mechanics) and phases, and sometimes just when you think you’ve got him beat, the last healer steps in fire and he enrages and the whole team wipes. But: you pick yourself up, plan your cooldown spells a little tighter, pay gold for repairs, drink your potions, get your food buff, and start again.
Sounds a lot like spring break.
If you ever venture into Azeroth, remember to keep your bags free of gray items, save all the Dwarf books, and take a pet with you. And when you venture back to your classrooms, remember you are powerful: you have magic and joy no one else does. Be strong out there, for there are monsters.
2 thoughts on “Lessons of Azeroth”
This is an awesome post. I have enough D and D in my background to get these comparisons, and I especially like the one about the grind. Repeatedly following up with kids who do not succeed the first time is a grind. But the payoff is gold.
Agreed: I think I could do a better job of reminding students what that payoff is, and the immediate satisfaction, not some “far off” idea. Every time they give some canned answer, like “to get a good job” I redirect their thinking to the immediate joy of learning whatever it is in the moment…
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