Creating joyful learning within a democratic classroom
This document discusses joyful learning and the joyful classroom. It defines joy as an inner happiness and satisfaction. Joyful learning involves pleasant and enjoyable experiences that are active and fulfilling. The joyful classroom is led by a teacher who is relaxed, creative, and accepting. It contrasts joyful learning from play theory by noting joyful learning is based on an attitude rather than discrete activities and can occur in various settings. Benefits of joyful learning include improved brain development, social skills, academics, and motivation. Creating joyful learning involves varying activities, celebrating achievement, and focusing on needs/interests. The conclusion emphasizes the teacher creating a positive space and being a joyful person.
Creating joyful learning within a democratic classroom
- 2. Joy An attitude of constant inner happiness and satisfaction A feeling, a state of mind or a way of thinking A sense of passion and enthusiasm
- 3. Joyful learning A series of pleasant, enjoyable learning experiences Learning that is active, personally fulfilling and successful
- 4. The joyful classroom Enemies of the joyful classroom Stress and anxiety (Pawalak et al, 2003) Meaningless repetition and boredom (Willis, 2007) Uncertainty and confusion Intolerance, intimidation and inflexibility (Willis, 2007) The joyful teacher Relaxed, personable and reassuring Surprising and creative Ordered and confident Reasonable, open and accepting
- 5. Differences between joyful learning and play theory Play theory (Locke and Rousseau) Based on discrete activities (Huizinga, 1950) Focussed on early childhood Involves pretence, role plays and follows rules (of the game) Can become symbolic (Dietze & Kashin, 2011) Joyful learning Based on a continuous state of being or an attitude of contentment Can be practised in school or adult learning settings Involves playfulness or quirkiness (Sutton-Smith, 1997)
- 6. Outcomes of joyful learning Reshapes the structure of the brain (Thanos et al, 1999) Strengthens alternative brain pathways (Kohn, 2004, Lester & Russell, 2008) Superior socialisation of learner (Piaget, 1962, Vygotsky, 1962) Superior academic learning (Bodrova & Leong, 2005) Develops empathy in learners If it occurs early in kindergarten, it establishes better patterns of learning in later schooling (Coolahan et al, 2000) Better levels of motivation, persistence and peer interaction (Shipley, 2008) Increases concentration, curiosity and openness (SACSA, 2009) Increases memory storage (Andreassen et al, 1999) Increases active learning (Dewey)
- 7. Creating joyful learning Increase teacher variation Increase classroom variation Use all the learners’ senses Celebrate the achievement of learners Increase variation in interaction patterns in the classroom Create a democratic classroom where the teacher is not a powerful, dominant fearful person and where learners have equal dignity and respect Increase variation in activities (EYLF, 2009) Build a positive emotional atmosphere and eliminate negative talk Increase collaborative work Focus on learners’ needs and interests Use multimedia and a variety of sources (Willis, 2007) Avoid drill and practice
- 8. Objections to joyful learning approaches Tests are not joyful but they are a reality Teachers need to be very resourceful and skilled to cope with the unexpected
- 9. Conclusion Characteristics of the joyful teacher Create a desirable physical space Create a desirable social and emotional environment Develop and use your own teaching personality Allow yourself to do the unpredictable Be a joyful person