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Cultivating Joy!

The world is changing rapidly, and the education landscape is no exception. Traditional educational systems and approaches are no longer adequate to prepare students for the future. The current era demands a shift in mindset and an openness to change. Rather than resisting or standing still, we must seize the opportunity to lead and respond to the evolving world. By embracing change, we can experience personal and professional growth, ride the wave of transformation, and become people worth following. Although change may not always be comfortable, it is through managing change that we find ourselves on a path of growth and development.

Creativity is a vital skill in navigating the uncertainties of the future (Robinson, 2006, 2013). It involves possibility thinking and leveraging all our intelligences to envision and innovate (Craft, 2003). By encouraging creativity, students can develop the ability to think beyond conventional boundaries, generate unique solutions, and engage in meaningful inquiry (Fullan, Langworthy & Barber, 2014). Creating margin in our lives allows us to foster creativity by stepping away from the rush of daily routines and finding inspiration in the world around us. This deliberate cultivation of margin provides an opportunity for deeper engagement and capacity building.

In the hustle and bustle of education, it's essential to pause and reflect (Claxton, 1999, 2017). Taking stock of our experiences, acknowledging our progress, and setting goals helps us appreciate the journey and identify what truly matters. These moments of reflection provide clarity, allowing us to experience joy and connect with our purpose. By embracing these moments, educators can recharge and create a positive impact on their students' wellbeing and learning outcomes.

Teachers play a crucial role in shaping the learning environment and nurturing students' wellbeing. When teachers are happy and healthy, they are more effective in their classrooms and can support their students' holistic development. Prioritising teacher wellbeing creates a positive school culture that benefits the entire community (Dinham, 2016; Chung, Choi & Du, 2017). A starting point for this is to create a shared language and understanding of key behaviours and routines expected. This helps both parties identify what is in the teachers court and what is in control by the school. Teacher wellbeing grows across a system when we collectively provide support and resources for each other within the ecosystem. For teachers and schools to thrive, the actions taken to support wellbeing ought to be sustainable, build into the school culture and promote a joyful teaching experience.

To prepare and empower future-ready students, schools must adopt a future-focused vision. This involves empowering students' curiosity, wonder, and awe through inquiry-based approaches. By nurturing joy in learning, students are more likely to develop lifelong attributes and skills that will serve them well in an ever-changing world (Fraser, 1996, Fullan, 2013). Educators must carefully plan and design learning experiences that foster the development of these important dispositions.

As the educational landscape continues to evolve, embracing joy in the learning process becomes paramount. By navigating change, fostering creativity, reflecting on our experiences, prioritising teacher wellbeing, and empowering students, we can create a positive and transformative educational journey. The challenges we face may be significant, but the rewards of educational joy are immeasurable. Let us embrace the opportunities presented by change and lead our students towards a future filled with possibilities. In doing so, we ensure that we do not rob them of the future (Dewey, 1944), but instead empower them to thrive and make a meaningful impact in the world.

Here are some additional thoughts on cultivating joy in educational settings:

  • Make learning enjoyable and engaging by using a variety of teaching methods and activities, and incorporating elements of play and creativity into the learning process.

  • Focus on the positive when students make mistakes, help them to see them as opportunities for learning and growth. Celebrate their successes, no matter how small.

  • Create a positive learning environment by establishing clear expectations, providing support and encouragement, and creating a sense of community in the classroom.

  • Be a role model and show students that you enjoy learning and that you are passionate about your subject. Let them see you laughing, smiling, and having fun.

To that end, when we create a joyful learning environment, we help students to thrive. They are more likely to be engaged in learning, persevere in the face of challenges, and develop a love of learning that will last a lifetime.

Stay the Course!

References:

  • Chung, G. H., Choi, J. N., & Du, J. (2017). Tired of innovations? Learned helplessness and fatigue in the context of continuous streams of innovation implementation. Journal of Organizational Behavior, 38(7), 1130-1148.
  • Claxton, G. (1999). Wise Up. The Challenge of Lifelong Learning. Bloomsbury Publishing.
  • Claxton, G. (2017). The learning power approach: Teaching learners to teach themselves. Corwin Press.
  • Craft, A. (2003). Creativity across the primary curriculum: Framing and developing practice. Routledge.

  • Dewey, J. (1944). Democracy and Education, New York:  Macmillan Company.

  • Dinham, S. (2013). Connecting clinical teaching practice with instructional leadership. Australian Journal of Education, 57(3), 225-236.
  • Fraser, K. M. (1996). Student centred teaching: the development and use of conceptual frameworks. Higher Education Research and Development Society of Australasia.
  • Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario's education agenda. Ontario Ministry of Education.
  • Fullan, M., Langworthy, M., & Barber, M. (2014). A Rich Seam. How New Pedagogies Find Deep Learning. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf
  • Robinson, K. (2006). Do schools kill creativity? TED Talk. Retrived from https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en
  • Robinson, K. (2013). How to escape education's death valley? TED Talk. Retrived from https://www.ted.com/talks/sir_ken_robinson_how_to_escape_education_s_death_valley?fbclid=IwAR2Z2BbFmJespvzwL4-u642YsH1F_78_3yFp-sOjg4OChqVZWKa2VhPekhA

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