I’ve felt heaviness these past couple of months due to conflicts in the world and violence (physical and verbal) here in the United States. I try to witness and feel along with those who are suffering. I also find time to grieve, play, and see the good in the world. This is important not only in my personal life but also with the students I guide in the classroom.
How do you create a classroom of joy?
Author Gholdy Muhammad explored this idea in depth in her book Unearthing Joy. She presents the idea within a Historically Responsive Literacy Framework that supports all students, especially BIPOC youth, who have traditionally been marginalized by learning standards, school policies, and classroom practices.
I highly recommend this book that includes examples of general practices in the K-12 classroom. In the beginning, she suggests that teachers ask themselves the following questions I have adapted.
How do you define joy?
What is an experience from your K-12 classroom that brought joy?
How often was joy-centered in your teacher preparation classes?
How is your classroom rich with joy?
How do you see joy in the curriculum you teach?
How can you cultivate joy among you and your students?
How can MLs see language learning as joyful?
To her point, we often concentrate on the heaviness of the world and the problems that need to be overcome in education. As such, we need to invite joy into our classrooms to alleviate the tension and stress that is often present. This is especially important for MLs. Many of our students have experienced trauma and extreme change in circumstances. When we engage in a process of language acquisition containing laughter and silliness, it reduces the affective filter. This allows for connection and greater language learning.
How do you create joy?
What do you think about these ideas?