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I am a first-year high school social studies teacher, and I’m one of the seven teacher leaders in our Teaching with Joy Network. I am delighted to be part of this network, which helps me grow as a beginning teacher as well as validates the importance of bringing joy to my teaching.
However, joy is not something I have always walked with. Finding joy for me means choosing to view life in a positive light and resist negative thoughts. Becoming a teacher was the perfect way to practice this.
Prior to being part of this network, joy is not something that I’d given much thought to. My experience with joy had its roots in UNCW’s Watson M.A.T program. Before entering the M.A.T. program, I had gone through a challenging time of self-doubt and uncertainty, including whether I could be a good teacher.
On beginning the program, I decided to embrace vulnerability and fully engage in the experience I had long desired. On the first day of class with Dr. Denise Ousley, my nervousness transformed into a profound sense of belonging, as her infectious joy not only uplifted me but inspired my fellow future teachers. I realized then that I was meant to teach and that Dr. Ousley offered me an inspiring model of teaching.Â
For my internship, I was also fortunate to be placed with an amazing social studies teacher, Jessica Harvey. From the first day I walked into her room as a nervous intern, I was welcomed with a wave of joy, excitement, and understanding. Jessica is an excellent model of how joy and education thrive. She provided detailed guidance on successful teaching strategies, but most importantly, helped me find teaching with joy.
I see teaching with joy in the following four areas: the physical environment, my presence as a teacher, my relationships with students, and teaching strategies.
The physical environment
When students step into my classroom, I want them to experience a welcoming space. My classroom walls are covered with student work, colorful decorations, calm lighting, and personal touches that reflect our collective identity as a learning community. I want my room to feel like home for them, a place where they want to be and where they enjoy learning. I want students to see the rich examples of student work on the walls and to know that in my classroom, we value and celebrate student work.
My presence
I recognize that my presence as a teacher significantly affects the classroom atmosphere. I share jokes, engage in light-hearted banter, and celebrate small victories, all of which foster a joyful learning environment. When students see their teacher genuinely enjoying the process of learning, they are more likely to mirror that enthusiasm. Allowing some vulnerability, and occasionally making a goof of myself, makes students more comfortable to do the same. Even on days when my personal life feels hard, I view the classroom as my own safe space where I can practice positivity and joy.
My relationships with students
One of the foundations of my classroom is the relationships I build with students. I recognize that students are young adults trying to navigate the many challenges of adolescence, and I see my role as being there to support their success. I have students from all backgrounds in my classes, and I want each of them to know that I care about them. Relationship building starts by learning my students’ names and getting to know their interests. Students appreciate it when I talk with them about their interests, whether that’s congratulating a student on a sports event, a birthday celebration, or hearing about their family.
Simple gestures and showing empathy during challenging times can make a world of difference.
Teaching strategies
Joyful teaching is also about engaging students in learning. I try to create lessons in which students are able to explore important issues, and/or have creative options to demonstrate their learning. Whenever I can, I try to make learning fun and relevant. I realize that giving students the opportunity for input and to co-design learning with me that connects to students’ lives makes learning more of an adventure than a chore. I strive to incorporate multiple teaching strategies into my lessons, creating a rich tapestry of learning experiences that caters to diverse learners. Whether it’s through hands-on activities, collaborative projects, or integrating technology, I aim to spark curiosity and excitement in my students.
In my classroom, joy flourishes when students are actively participating in their learning. I witness this when they collaborate with their peers, share ideas, and cheerfully explore new concepts together. This dynamic environment is not only uplifting for me as a teacher but also enhances student engagement.
It’s a beautiful cycle: when students are engaged, they learn more, and when they learn more, they experience joy in their accomplishments.
For example, during a recent unit on Dynastic China, students were invited to choose a specific invention to research, create a model of this invention, and present it to the class. Students were very excited as they got to work on a subject that fascinated them. As they presented their findings to the class, the room buzzed with enthusiasm and curiosity.
A daily choice
Teaching with joy is a daily choice that has the power to transform our classrooms and the lives of our students. By nurturing relationships, making learning fun and relevant, empowering student agency, and creating a joyful environment, we can inspire a love of learning that resonates far beyond the classroom walls.
As a first-year teacher, I am still constantly learning. At times, I feel exhausted, and it can be hard to find joy in teaching. I’ve also realized that I have to pay attention to keep my own cup full of joy.
Being a member of the Teaching with Joy Network has certainly helped sustain my teaching with joy. It has helped me realize that teaching with joy is a conscious decision. In addition, the experienced teachers in our network are excellent models who show me that teaching with joy is a sustainable long-term practice if we are brave enough to choose it.
