The Return of Joy in Teaching and Learning

Charlotte Rowley

It is apparent that the narrative around teaching can be negative at times; statistics that epitomise the lack of work / life balance within the teaching profession and due to this, the number of teachers leaving within the first five years is worrying. The pressures of targets and data driven cultures that we find ourselves immersed in can be stressful, not to mention the wide variety of ‘hats’ that educationalists wear – social worker, doctor/ nurse, counsellor, mediator, the list can go on.

However, we are blessed and privileged every day to be able to make a difference to hundreds of young people and their families. We are honoured to be able to instil a spark, an interest or passion, which may just lead to endless opportunities for them, becoming a defining moment in their lives. We are so lucky to be in a position to educate and equip them for their futures. This is quite a role and responsibility and, in my opinion, why it continues to be the best job in the world!

What is imperative is that we do not lose sight of this as educationalists and leaders. We absolutely must bring this joy into our classrooms – and yes, this is alongside the chaos, the emotions and the challenges faced every day. Joy must always override, whatever the age of the child and young person. It may sound idealistic, perhaps even a little utopian, but every single classroom should be joyful – something that remains a priority when I conduct learning walks and any kind of monitoring in my school.

In her brilliantly insightful book, Joyful and within her TED Talk, Ingrid Fetell Lee says that: “Our surroundings shape us, and in turn, we shape our surroundings.” By sharing joy and role modelling this, we will create an influential movement and dynamic in our teaching, within our classrooms, our schools and in society.

The question is, how can we ensure that joy permeates in all that we do, even when the pressure is on and assessments take over – whether it be SATs, GCSEs or A Levels.

Below are some musings and potential strategies on how this can consistently be a focus in your classrooms and school buildings. Whatever their age, all students need and deserve joy in their learning:

• Relationships: This may seem obvious, but without the foundations of positive relationships, there will not be a single ounce of joy. This does not mean avoiding boundaries, routine and order I will add, but having above all, a focus on knowing your pupils and making sure that they all see teachers as human beings, brings out a great deal of joy. Acting as a key figure and champion for a young person builds trust and a culture of compassion. Be human! Share stories, do not take yourself too seriously and allow some laughter and energy into the classroom. Enable ALL pupils to be seen and to belong through sharing your relatable stories and making them smile.
• The Light Bulb Moments / Inquisitive Minds: I have found that by placing an emphasis on problem solving and encouraging pupils to independently find out answers is empowering. Those moments that we are fortunate to witness where pupils just ‘get it’ and things click into place bring genuine joy – to both the pupil and the teacher. Make room for this in your lessons.
• Be Open to Learning Yourself: If teachers and leaders are open to coaching and CPD and this is role modelled to pupils, the likelihood of joy being palpable is high. If we love learning and are excited at the thought of discovering something new, the chances are, so will our pupils.
• Avoid Teacher Talk – But Encourage Oracy: If teachers are talking more and working harder than the pupils, chances are that something is amiss and either the children are stuck, or put simply, they just want the answers and then there is no joy in the discovery of learning new things or enhancing knowledge. Reading chorally ensures students are engaged, as well as discourages any students from being left out. It also adds a level of musicality to the lesson, which brings the joy. Encouraging pupil-led debate, discussion and partner talk is valuable. It adds togetherness and this brings long-term happiness.
• Colour and brightness: Ingrid Fetell Lee also refers to the ‘aesthetics of joy’, highlighting that that joy begins with the senses. Therefore, having a vibrant classroom, appropriately designed and tailored for the children in your class is not to be underestimated.
• Empower Learners: Creating a safe space where mistakes are acceptable means that students will contribute more and engage. Greater than this however, it gives young people opportunity and a voice, which adds confidence, positivity and a joyful feel. Build in opportunities for them to be self-regulated. Have belief in them and make them believe in themselves. Sometimes that may be through failing on a few occasions first.

Dr. Barbara Fredrickson’s Broaden-and-Build theory helps us to decipher why positive emotions are so integral.

Essentially, happy and positive emotions broaden children’s thinking and behaviour (Fredrickson, 1998; Fredrickson, 2004). Ultimately, when emotions such as joy are present, great things happen – positive relationships are built, higher levels of engagement are evident, ideas blossoms and flourish and overall, wellbeing levels – both physically and psychologically – are high. If we start in the classroom and see it grow from there, just imagine what could be achieved!

As Ingrid Fetell Lee explains, it is often the simplest of things that can bring happiness. Try it today. This is possibly the most straightforward of challenges, but the most impactful – you will see!