Teaching Trove

Keeping kids engaged and motivated can be challenging - even for the most experienced teachers. Let’s face it: students are expected to grasp complex concepts quickly, and with today’s packed curriculum, there’s barely time to master one idea before we’re onto the next. As a caring teacher, you worry because you know they need more time. You spend your evenings searching for meaningful ways to differentiate learning. You want your students to be focused, confident, and above all - excited to learn. In my 25 years of teaching, both in mainstream and special education settings, I’ve taught everything from kindergarten to Year 4. But my heart has always been with the early years, particularly Years 1, 2, and 3. What I’ve found across all of those classrooms is this: when learning feels like play, students lean in. They try harder. They stay motivated. They grow. That’s why I’m such a strong believer in using hands-on, game-based learning. Games give students the chance to revisit key concepts in a way that’s fun, low-pressure, and engaging. They offer natural opportunities for differentiation, peer learning, and repetition without the boredom. Games don’t just support learning—they transform it. And after 25 years in the classroom, I’ve seen firsthand how powerful that can be.

Engaging students in the curriculum wasn’t something I thought much about in my first year of teaching—back then, worksheets were king. I’d been told they were the perfect tool to reinforce concepts and assess understanding. Even better, students could work quietly at their desks while I focused on supporting those who needed extra help. But it didn’t take long to realize that worksheet after worksheet, lesson after lesson, was a sure-fire way to switch kids off learning. I knew games were more motivating than rows of number facts, so I used them—occasionally. Usually for early finishers, or as a treat on Fridays… if they’d finished their worksheets. But I wanted more than compliance. I wanted kids to enjoy learning. To feel curious, confident, and excited to participate. And I knew that wasn’t going to happen if they saw learning as something boring they had to “get through.” So I started learning how to use games with real purpose. Not just as time-fillers, but as targeted tools that helped reinforce key skills in a meaningful, engaging way. It took research, reflection, and plenty of trial and error. But now—years down the track—my classroom looks and feels different. My students aren’t bored or off-task. They’re eager, happy learners who thrive with hands-on, high-interest games that meet them where they are and move them forward.