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class="MuiContainer-root MuiContainer-maxWidthLg css-8xg5db"><style data-emotion="css 1n5s7cd">.css-1n5s7cd{margin-top:48px;margin-bottom:48px;width:100%;max-width:674px;}</style><div class="MuiBox-root css-1n5s7cd" id="abstract"><div class="MuiBox-root css-0"><style data-emotion="css 12ia8ud">.css-12ia8ud{margin:0;font-family:Literata,Poppins,Arial;font-size:1.3125rem;font-weight:300;line-height:2rem;letter-spacing:0.2px;}</style><span class="MuiTypography-root MuiTypography-articleAbstract css-12ia8ud"><style data-emotion="css 1ebprri">.css-1ebprri{margin-top:16px;margin-bottom:16px;}</style><div class="MuiBox-root css-1ebprri"><style data-emotion="css 492ez9">.css-492ez9{margin:0;font-family:Literata,Poppins,Arial;font-size:1.125rem;font-weight:300;line-height:1.875rem;letter-spacing:0.2px;}</style><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">A focus on brain-friendly instruction promotes connection and engagement—and brings a breath of fresh air to 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/_next/image?url=https%3A%2F%2Flibrary.ascd.org%2Fm%2F40e6aca336fc50b2%2Fwebimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg%3Fq%3D90&w=3840&q=75 3840w" src="/_next/image?url=https%3A%2F%2Flibrary.ascd.org%2Fm%2F40e6aca336fc50b2%2Fwebimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg%3Fq%3D90&w=3840&q=75" decoding="async" data-nimg="fill" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%;object-fit:contain" loading="lazy"/></noscript></span></div><em>Credit: Orawan Wongka / istock</em></div><style data-emotion="css 36eec7">.css-36eec7{margin-top:48px;margin-left:16px;width:100%;}@media (min-width:0px){.css-36eec7{display:block;}}@media (min-width:600px){.css-36eec7{display:block;}}@media (min-width:900px){.css-36eec7{display:none;}}</style><div class="MuiBox-root css-36eec7"><div class="MuiBox-root css-1hnohmu" data-testid="toc-nav-mobile" aria-label="Article Table of Contents"><ul class="MuiList-root MuiList-padding css-1ontqvh"><li class="MuiListItem-root MuiListItem-gutters MuiListItem-padding css-1ngldo7"><button class="MuiButtonBase-root MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary css-106nmh9" tabindex="0" type="button"><span class="MuiTypography-root MuiTypography-subtitle3 css-alar9k" data-testid="toc-label">Abstract</span></button></li><li class="MuiListItem-root MuiListItem-gutters MuiListItem-padding css-1ngldo7"><button class="MuiButtonBase-root MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary css-106nmh9" tabindex="0" type="button"><span class="MuiTypography-root MuiTypography-subtitle3 css-alar9k" data-testid="toc-label">The Joy of Connection</span></button></li><li class="MuiListItem-root MuiListItem-gutters MuiListItem-padding css-1ngldo7"><button class="MuiButtonBase-root MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary css-106nmh9" tabindex="0" type="button"><span class="MuiTypography-root MuiTypography-subtitle3 css-alar9k" data-testid="toc-label">The Joy of Engagement and Brain-Friendly Learning</span></button></li><li class="MuiListItem-root MuiListItem-gutters MuiListItem-padding css-1ngldo7"><button class="MuiButtonBase-root MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary MuiButton-root MuiButton-text MuiButton-textPrimary MuiButton-sizeMedium MuiButton-textSizeMedium MuiButton-colorPrimary css-106nmh9" tabindex="0" type="button"><span class="MuiTypography-root MuiTypography-subtitle3 css-alar9k" data-testid="toc-label">Opening Up to Joy</span></button></li></ul></div></div><div class="MuiBox-root css-1n5s7cd" id="paywall-hide-2"><style data-emotion="css 1qybir6">.css-1qybir6 blockquote{border-left:8px solid #005E47;padding-left:16px;}</style><div class="MuiBox-root css-1qybir6" id="articleBody" data-testid="article-body"><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">If you follow the hashtag #joyful on social media, you’ll find that making space for more joy in your life means painting your bedroom yellow or investing in some essential oils. Or that to become a joyful teacher, you’ll need to turn content into rap lyrics for your students. At best, such myths oversimplify joy; at worst, they can pressure teachers to become something they are not in order to compete for students’ attention or be seen as effective by their supervisors. Many of us may also have succumbed to the myth that conditions need to be perfect for teaching and learning to feel joyful. They don’t.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">When we (the authors) think about joy, what comes to mind for us is the look on a student’s face when they realize they can read a challenging, multisyllabic word like <i>audacity</i> for the first time. Or it’s the energy emanating from a group of students, heads in a huddle, working intently on a multistep math problem. Or it’s the suspenseful silence that comes over a classroom when a teacher starts a read aloud and everyone wants to know what happens next.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">When we think about joy, we also think about teachers coming together for meaningful professional learning where they feel seen, heard, and valued. Or we think about school leaders who listen to families and caregivers with compassion, building home-school partnerships that become a source of joy.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Gary Haugen, CEO of International Justice Mission, explains that “joy is the oxygen for doing hard things in the world” (Bowler, 2024). Similarly, we have found that joy is the oxygen for learning, teaching, and leading, which require the “hard things” of deep and sustained thinking. Thinking <i>is</i> hard and effortful, and people typically only gravitate toward activities that are challenging <i>if </i>those experiences bring them joy.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">We offer a simple framework, based on the principles of cognitive science and positive psychology, for creating more sustainable joy in learning, teaching, and leading. As educators, if we’re more intentional about what we mean when we talk about joy in our classrooms and schools, we’ll do a better job of creating it.</span></div><style data-emotion="css 1gh0auv">.css-1gh0auv{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:3rem;line-height:1.167;font-size:1.25rem;font-weight:700;line-height:1.875rem;letter-spacing:0.2px;}@media (min-width:900px){.css-1gh0auv{font-weight:800;font-size:1.5rem;line-height:2rem;}}</style><h2 class="MuiTypography-root MuiTypography-h3 css-1gh0auv" id="the-joy-of-connection" style="margin-block-start:48px;margin-block-end:16px"><b>The Joy of Connection</b></h2><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Decades of research from positive psychology have found that taking care of our relationships is as important as taking care of our bodies (Waldinger & Schulz, 2022). However, our cultural scripts often emphasize rugged individualism over the common good. The original script for the movie <i>Star Wars</i> even had the line, “May the force of others be with you.” However, before the movie made it to the big screen, <i>of others</i> was cut (Achor, 2018). We’re continually getting the message that joy is something we have to figure out on our own; just check the self-help aisle of any bookstore, and you’ll find a lot of books that promote joy as a solo mission.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">But it turns out that sustaining joy is more about our human relationships than it is about, say, taking ice baths or drinking more protein shakes. <i>Relational</i> joy is a core part of learning, so let’s look at some ways we can maximize it.</span></div><style data-emotion="css 62igne">.css-62igne{margin-top:48px;margin-bottom:48px;}</style><div class="MuiBox-root css-62igne"><div class="MuiBox-root css-0" data-testid="component-quote"><style data-emotion="css 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class="MuiBox-root css-k008qs"><style data-emotion="css 1x36n8t">.css-1x36n8t{padding-right:16px;}</style><div class="MuiBox-root css-1x36n8t"><span style="box-sizing:border-box;display:inline-block;overflow:hidden;width:20px;height:20px;background:none;opacity:1;border:0;margin:0;padding:0;position:relative"><img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" decoding="async" data-nimg="fixed" style="background-color:transparent;min-width:100%;margin-top:5px;position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;max-width:100%;min-height:100%;max-height:100%"/><noscript><img srcSet="/images/quote.svg 1x, /images/quote.svg 2x" src="/images/quote.svg" decoding="async" data-nimg="fixed" style="background-color:transparent;min-width:100%;margin-top:5px;position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;max-width:100%;min-height:100%;max-height:100%" loading="lazy"/></noscript></span></div><div class="MuiBox-root css-0"><style data-emotion="css x8h3is">.css-x8h3is{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:2.125rem;line-height:1.235;font-size:1rem;font-weight:700;line-height:1.625rem;letter-spacing:0.2px;}@media (min-width:900px){.css-x8h3is{font-size:1.25rem;line-height:1.75rem;}}</style><h4 class="MuiTypography-root MuiTypography-h4 css-x8h3is">If we’re more intentional about what we mean when we talk about joy in our classrooms and schools, we’ll do a better job of creating it.</h4></div></div></div></div><style data-emotion="css 11lrpfb">.css-11lrpfb{box-sizing:border-box;margin:0;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;-webkit-flex-basis:100%;-ms-flex-preferred-size:100%;flex-basis:100%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:100%;}@media (min-width:600px){.css-11lrpfb{-webkit-flex-basis:50%;-ms-flex-preferred-size:50%;flex-basis:50%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:50%;}}@media (min-width:900px){.css-11lrpfb{-webkit-flex-basis:33.333333%;-ms-flex-preferred-size:33.333333%;flex-basis:33.333333%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:33.333333%;}}@media (min-width:960px){.css-11lrpfb{-webkit-flex-basis:33.333333%;-ms-flex-preferred-size:33.333333%;flex-basis:33.333333%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:33.333333%;}}@media (min-width:1200px){.css-11lrpfb{-webkit-flex-basis:33.333333%;-ms-flex-preferred-size:33.333333%;flex-basis:33.333333%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:33.333333%;}}@media (min-width:1536px){.css-11lrpfb{-webkit-flex-basis:33.333333%;-ms-flex-preferred-size:33.333333%;flex-basis:33.333333%;-webkit-box-flex:0;-webkit-flex-grow:0;-ms-flex-positive:0;flex-grow:0;max-width:33.333333%;}}</style><div class="MuiGrid-root MuiGrid-item MuiGrid-grid-xs-12 MuiGrid-grid-sm-6 MuiGrid-grid-md-4 css-11lrpfb" data-testid="component-quote-authors" style="display:flex;flex-direction:column;align-items:center"><style data-emotion="css 1nlo8o8">.css-1nlo8o8{position:relative;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;-webkit-flex-shrink:0;-ms-flex-negative:0;flex-shrink:0;width:40px;height:40px;font-family:'Poppins',sans-serif;font-size:1.25rem;line-height:1;border-radius:50%;overflow:hidden;-webkit-user-select:none;-moz-user-select:none;-ms-user-select:none;user-select:none;width:15vw;height:15vw;min-width:128px;min-height:128px;max-height:212px;max-width:212px;background-color:#005E47;}@media (min-width:0px){.css-1nlo8o8{border:4px solid #FFFFFF;}}@media (min-width:600px){.css-1nlo8o8{border:4px solid #FFFFFF;}}@media (min-width:900px){.css-1nlo8o8{border:8px solid #FFFFFF;}}</style><div class="MuiAvatar-root MuiAvatar-circular css-1nlo8o8"><img alt="Author Image" src="https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg?q=90" class="MuiAvatar-img css-1hy9t21"/></div><style data-emotion="css x4hykb">.css-x4hykb{padding-top:16px;text-align:center;}</style><div class="MuiBox-root css-x4hykb"><h4 class="MuiTypography-root MuiTypography-h4 css-x8h3is"><span style="font-size:20px"></span></h4><style data-emotion="css 1vy44y9">.css-1vy44y9{color:#546366;}</style><div class="MuiBox-root css-1vy44y9"><style data-emotion="css 7ch2se">.css-7ch2se{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:0.75rem;line-height:1.66;font-size:0.75rem;line-height:1.25rem;letter-spacing:0.2px;font-weight:500;}</style><span class="MuiTypography-root MuiTypography-caption css-7ch2se"></span></div></div></div></div></div></div></div></div><h3><b><i>Prioritize the “We”</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Prioritizing connection can be as straightforward as inviting students to turn and talk to a neighbor to express their thinking. This not only boosts engagement, but also makes the hard, slow work of thinking more motivating. Reenvision a portion of independent practice as <i>collaborative</i> practice by using research-based techniques like reciprocal teaching, in which teachers support students in practicing the strategic thinking involved in summarizing, clarifying, predicting, and asking questions.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">We can create a culture that values perspective-taking and even healthy skepticism by inviting students to use phrases like:</span></div><ul><li><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">“Yes, and . . .”</span></div></li><li><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">“Yes, but . . .”</span></div></li><li><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">“Help me understand what you mean by . . .”</span></div></li><li><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">“Maybe it actually is . . .”</span></div></li><li><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">“Could it be . . .”</span></div></li></ul><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Such sentence frames shift students from <i>I-centered </i>language in their discussions to more <i>we-centered </i>possibilities for them to listen and build on what others are saying. This creates a classroom culture where joy comes from shared meaning-making.</span></div><h3><b><i>Strengthen Relationships</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Relationships are at the core of any community, especially inclusive and joyful communities where each member feels a sense of belonging. These types of communities don’t just happen; they take intentional planning. First, consider ways to strengthen your relationship with your students. Schedule periodic conferences to listen and get to know each of them; we can’t be culturally and historically responsive in our teaching if we don’t know our students, families, and communities (Muhammad, 2020). To build greater equity into one-on-one conferences, keep a record of which students you have connected with, noting not only their academic development, but also tidbits you learn about their weekends, hobbies, or aspirations; this will help you give every student the feedback they need while also strengthening your relationship with them.</span></div><h3><b><i>Celebrate Challenge</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Use feedback structures that support students to see challenge as a source of joy. After all, productive struggle is a hard but necessary part of learning. One technique is to use the language, “Because you have ___, you’re ready to ___” (McGee, 2017). For example, you might say, “Because you have done so well growing your conversation skills with a partner, you’re ready to be in learning clubs with four or five people now.” This tells students that they’ve done something well and that they’re ready to take on a new challenge. Similarly, by celebrating challenge—for example, by having students share at the end of class or record in a notebook one way they grew as a learner that day—we help cultivate resilience and perseverance as a joyful part of learning.</span></div><h3><b><i>Embrace Moments of Joy</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Finally, embrace instances of joy that burst forth in the moment, such as when students laugh out loud at something funny in a text or when they cheer after solving a difficult math problem. Keep in mind, however, that how we seek happiness and regulate emotions is cultural; we need to check our own biases when students express joy in a way we don’t fully understand, such as by dancing in the hallway, having a lyric battle in the cafeteria, or showing exuberant expressions of team spirit. We can create more shared joy if we seek to understand who our students are, what they care about, and how learning occurs in their families and communities. This enables us to create brain-friendly classroom conditions for culturally and linguistically responsive learning (Hammond, 2015). We’ll look at some of those brain-friendly conditions next.</span></div><div class="MuiBox-root css-62igne"><style data-emotion="css 1y8dxzd">.css-1y8dxzd{margin-top:24px;margin-bottom:24px;width:100%;}</style><div class="MuiBox-root css-1y8dxzd" data-testid="contentful-image"><span style="box-sizing:border-box;display:inline-block;overflow:hidden;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;position:relative;max-width:100%"><span style="box-sizing:border-box;display:block;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;max-width:100%"><img style="display:block;max-width:100%;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0" alt="" aria-hidden="true" src="data:image/svg+xml,%3csvg%20xmlns=%27http://www.w3.org/2000/svg%27%20version=%271.1%27%20width=%272149%27%20height=%271699%27/%3e"/></span><img data-testid="next-image-wrapper" alt="Cunningham Image 1" src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%;object-fit:contain;filter:blur(20px);background-size:contain;background-image:url("iVBORw0KGgoAAAANSUhEUgAAAAEAAAABCAYAAAAfFcSJAAAADUlEQVR42mNMT6/eDwAEkAIKgUV8iQAAAABJRU5ErkJggg==");background-position:0% 0%"/><noscript><img data-testid="next-image-wrapper" alt="Cunningham Image 1" srcSet="/_next/image?url=https%3A%2F%2Fimages.ctfassets.net%2Fcguvp07qpj80%2F7dGCpNG42L8iSuOyRyilwY%2Fc5fc715c0c4cf7148037c70d4e6f9143%2F1224_Egan_Cunningham_sidebar.jpg%3Fq%3D90&w=3840&q=75 1x" src="/_next/image?url=https%3A%2F%2Fimages.ctfassets.net%2Fcguvp07qpj80%2F7dGCpNG42L8iSuOyRyilwY%2Fc5fc715c0c4cf7148037c70d4e6f9143%2F1224_Egan_Cunningham_sidebar.jpg%3Fq%3D90&w=3840&q=75" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%;object-fit:contain" loading="lazy"/></noscript></span><style data-emotion="css g9mlpy">@media (min-width:0px){.css-g9mlpy{margin-top:8px;}}@media (min-width:600px){.css-g9mlpy{margin-top:16px;}}</style><div class="MuiBox-root css-g9mlpy"></div></div></div><h2 class="MuiTypography-root MuiTypography-h3 css-1gh0auv" id="the-joy-of-engagement-and-brainfriendly-learning" style="margin-block-start:48px;margin-block-end:16px"><b>The Joy of Engagement and Brain-Friendly Learning</b></h2><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Brain-friendly instruction starts by considering our students. For example, for those of our students who are from community-oriented cultures rooted in rich storytelling traditions, their brains may be wired to process information orally and actively. This is how they may have experienced learning outside of school (Hammond, 2015). To bridge home and school practices, teachers can be explicit about the routines for using oral and written language in the classroom and can ensure regular opportunities for students to tell stories and engage with one another conversationally as a part of learning. Such practices can be incorporated into routines that would typically start the day or class period, such as morning meeting at the elementary level and “do nows” at the secondary level.</span></div><h3><b><i>Activate and Assess Prior Knowledge</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">When we don’t have enough knowledge about a topic or we don’t understand enough of the words being used, we’ll struggle to comprehend the task, especially if it involves reading. And there’s no joy in that. To assess whether students have the requisite knowledge the task demands, use techniques like anticipation guides (Hennessey, 2020), which front-load statements related to a topic that students are asked to respond to as either true or false. At the end of the lesson or unit, students go back and revise their responses on the basis of the new content they’ve learned.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">For example, to prepare students to address complex human themes like justice and fairness, Facing History and Ourselves (2009) recommends using anticipation guides that include statements like, “Justice is best achieved when perpetrators repair the harm they have caused.” This quick teaching move will give you a window into the knowledge students already have or into the kinds of knowledge you may need to front-load, not to mention the misunderstandings you might need to untangle. Anticipation guides also often contain opinion questions that students can use to clarify their initial opinion or change their mind as they move through a lesson or unit. Facilitating understanding in this way creates more joyful and productive learning experiences.</span></div><h3><b><i>Consider Working Memory Demands</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Working memory is the limited brain space we have for holding and manipulating ideas. If it gets overcrowded, like when we’re given multistep directions or long lists of unconnected facts or terms, we can go into cognitive overload. Even though we might think the content is compelling, such conditions can lead to student frustration and erode any joy in learning. To address working memory challenges that stem from task overload, provide a series of shorter deadlines for longer assignments, break down tasks into smaller chunks, help students prioritize what’s most important, and incorporate multiple methods for presenting information. When we’re mindful of the limits of working memory and provide supports, we help ensure student success. And success promotes joy.</span></div><h3><b><i>Motivate with Mastery</i></b></h3><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">When it comes to joyful learning, small successes are fuel for continued forward progress. In his book, <i>The Childhood Roots of Adult Happiness</i>, Ed Hallowell (2003) explains, “With mastery comes not only self-esteem, but also confidence, leadership skills, initiative, and an enduring desire to work hard” (p. 7). Mastery of foundational skills forms the building blocks of learning. However, to reach a level of mastery to find joy in learning, many students, especially neurologically diverse students and emerging multilingual learners, may need more repeated practice. An investment in strong foundational skills, including decoding, spelling, and math fact retrieval, will support students to reach the point of mastery, not only in those skills, but also in the more complex skills of comprehension, critical thinking, and problem solving.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">Finally, supporting students to recognize their small successes, especially those students who experienced initial setbacks or challenges, helps create the conditions for the hard work that thinking and learning require. Small successes can mean successfully organizing one’s materials, working through a checklist independently, and prioritizing getting to class on time. When we compliment students for those small successes, we help create a culture of motivation for all.</span></div><h2 class="MuiTypography-root MuiTypography-h3 css-1gh0auv" id="opening-up-to-joy" style="margin-block-start:48px;margin-block-end:16px"><b>Opening Up to Joy</b></h2><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">We’ve given you a few pointers on how to prioritize connection in your classrooms, and we’ve offered several brain-friendly paths toward creating greater joy in teaching and learning. Learning environments where students are active, engaged, and joyful don’t happen by accident. You will need to be intentional about the ways you prioritize joy as an essential part of learning.</span></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9">And don’t forget to notice joy in your own life outside school. Listen for laughter. Linger over what’s beautiful. Have that piece of cake.</span></div><div class="MuiBox-root css-62igne"><div class="MuiBox-root css-0" data-testid="rich-text"><style data-emotion="css 1uys1kn">.css-1uys1kn{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:2.125rem;line-height:1.235;font-size:1rem;font-weight:700;line-height:1.625rem;letter-spacing:0.2px;text-align:initial;}@media (min-width:900px){.css-1uys1kn{font-size:1.25rem;line-height:1.75rem;}}</style><h4 class="MuiTypography-root MuiTypography-h4 css-1uys1kn">Reflect & Discuss</h4><style data-emotion="css 1ud0hue">.css-1ud0hue{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:0.875rem;line-height:1.43;font-size:1rem;font-weight:400;line-height:1.625rem;letter-spacing:0.2px;text-align:initial;}</style><p class="MuiTypography-root MuiTypography-body2 css-1ud0hue"><div class="MuiBox-root css-1ebprri"><style data-emotion="css 16w6vyg">.css-16w6vyg{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:0.875rem;line-height:1.43;font-size:1rem;font-weight:400;line-height:1.625rem;letter-spacing:0.2px;}</style><p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">➛ How would you describe what authentic joy looks like for your students?<br/>➛ What we-centered opportunities do you offer students to strengthen their connections to one another?<br/>➛ How do you celebrate the joy of student resilience and perseverance in the face of learning challenges?</p></div></p></div></div><div class="MuiBox-root css-1ebprri"><span class="MuiTypography-root MuiTypography-articleBody css-492ez9"></span></div></div><style data-emotion="css 1hnm6b6">.css-1hnm6b6{margin-top:48px;}</style><div class="MuiBox-root css-1hnm6b6" id="references"><style data-emotion="css 1nmu48y">.css-1nmu48y blockquote{-webkit-margin-start:0px;margin-inline-start:0px;-webkit-margin-end:0px;margin-inline-end:0px;}</style><div class="MuiBox-root css-1nmu48y" data-testid="references-article-end-note"><style data-emotion="css 1qm1lh">.css-1qm1lh{margin-bottom:16px;}</style><div class="MuiBox-root css-1qm1lh"><h5 class="MuiTypography-root MuiTypography-h5 css-91j20y" data-testid="references-article-end-note-title">References</h5></div><style data-emotion="css 1bku0g0">.css-1bku0g0{margin:0;-webkit-flex-shrink:0;-ms-flex-negative:0;flex-shrink:0;border-width:0;border-style:solid;border-color:rgba(0, 0, 0, 0.12);border-bottom-width:thin;background-color:#000;}</style><hr class="MuiDivider-root MuiDivider-fullWidth css-1bku0g0"/><style data-emotion="css 1c0no7j">.css-1c0no7j{margin-left:16px;margin-right:16px;margin-top:8px;}</style><div class="MuiBox-root css-1c0no7j" data-testid="references-article-end-note-notes"><style data-emotion="css 191dech">.css-191dech{margin-top:16px;margin-bottom:16px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;}</style><div class="MuiBox-root css-191dech"><style data-emotion="css 12z0wuy">.css-12z0wuy{margin-right:8px;}</style><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Achor, S. (2018). <i>Big potential: How transforming the pursuit of success raises our achievement, happiness, and well-being.</i> Crown Currency.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Bowler, K. (2024). Joy is the oxygen [Audio podcast]. Everything Happens.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Facing History and Ourselves. (2009). How to use anticipation guides. https://www.facinghistory.org/resource-library/anticipation-guides</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Hallowell, E. (2003). <i>The childhood roots of adult happiness: Five steps to help kids create and sustain lifelong joy</i>. Random House.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Hammond, Z. (2015). <i>Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students</i>. Corwin.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Hennessy, N. (2020). <i>The reading comprehension blueprint: Helping students make meaning from text. </i>Brookes Publishing.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">McGee, P. (2017). <i>Feedback that moves writers forward: How to escape correcting mode to transform student writing</i>. Corwin.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Muhammad, G. (2020). <i>Cultivating genius: An equity framework for culturally and historically responsive literacy. </i>Scholastic.</p></div><div class="MuiBox-root css-191dech"><div class="MuiBox-root css-12z0wuy">•</div> <p class="MuiTypography-root MuiTypography-body2 css-16w6vyg">Waldinger, R., & Schulz, M. (2022). <i>The good life: Lessons from the world’s longest scientific study of happiness</i>. Simon & Schuster.</p></div></div></div></div><style data-emotion="css i2n2aa">.css-i2n2aa{margin-top:56px;}</style><div class="MuiBox-root css-i2n2aa" id="authors"><div class="MuiBox-root css-0" data-testid="article-authors"><style data-emotion="css 5vb4lz">.css-5vb4lz{margin-top:24px;margin-bottom:24px;}</style><div class="MuiBox-root css-5vb4lz" data-testid="article-authors-author"><style data-emotion="css dzojet">.css-dzojet{overflow:hidden;min-height:126px;margin:-20px;padding:20px;background-color:transparent;}.css-dzojet:hover{box-shadow:0px 12px 17px rgba(0, 0, 0, 0.03),0px 5px 22px rgba(0, 0, 0, 0.04),0px 7px 8px rgba(0, 0, 0, 0.08);background-color:#fff;}.css-dzojet:hover a div:nth-of-type(2) div:nth-of-type(2) h4,.css-dzojet:hover a div:nth-of-type(2) div:nth-of-type(2) h5,.css-dzojet:hover a div:nth-of-type(2) div:nth-of-type(2) h6{color:#0C8671;-webkit-text-decoration:underline;text-decoration:underline;}</style><style data-emotion="css 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class="MuiAvatar-root MuiAvatar-circular css-1uj11ry"><img src="https://library.ascd.org/m/3ed459a4c8cbcef8/webimage-Katherine_Egan_Cunningham.jpg?q=90" class="MuiAvatar-img css-1hy9t21"/></div></div><style data-emotion="css 1l1aniu">.css-1l1aniu{padding:16px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:column;-ms-flex-direction:column;flex-direction:column;width:100%;padding-left:0px;pading-right:70px;padding-top:0px;padding-bottom:0px;}.css-1l1aniu:last-child{padding-bottom:24px;}</style><div class="MuiCardContent-root css-1l1aniu"><div class="MuiBox-root css-k008qs"></div><style data-emotion="css 1chb0s1">.css-1chb0s1{overflow:hidden;text-overflow:ellipsis;display:-webkit-box;-webkit-line-clamp:2;-webkit-box-orient:vertical;}.css-1chb0s1 h5{min-height:3rem;}</style><div class="MuiBox-root css-1chb0s1"></div><style data-emotion="css 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class="MuiCardMedia-root css-pqdqbj"><div class="MuiAvatar-root MuiAvatar-circular css-1uj11ry"><img src="https://library.ascd.org/m/19cc6cc92dcf64bb/webimage-Kristin_Rainville.jpg?q=90" class="MuiAvatar-img css-1hy9t21"/></div></div><div class="MuiCardContent-root css-1l1aniu"><div class="MuiBox-root css-k008qs"></div><div class="MuiBox-root css-1chb0s1"></div><div class="MuiBox-root css-1qmrcxx" data-testid="Horizontalcard-body"><div class="MuiBox-root css-27sc0z"><p class="MuiTypography-root MuiTypography-body2 css-16w6vyg"><div class="MuiBox-root css-1ebprri"><p class="MuiTypography-root MuiTypography-body2 css-16w6vyg"><b>Kristin N. 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She has coauthored several publications with Katie Egan Cunningham, two of which focus on joyful leadership and professional learning.<br/><br/></p></div></p></div><div class="MuiBox-root css-1yuhvjn"><a class="MuiTypography-root MuiTypography-inherit MuiLink-root MuiLink-underlineAlways css-1bmwxyq" href="/people/kristin-n.-rainville" aria-label="View all link" data-testid="view-all-cta-link"><span class="MuiTypography-root MuiTypography-buttonLarge css-19b50li">Learn More</span><div class="MuiBox-root css-xydsc"><svg class="MuiSvgIcon-root MuiSvgIcon-fontSizeMedium css-168i08g" focusable="false" aria-hidden="true" viewBox="0 0 24 24" data-testid="CallMadeIcon"><path d="M9 5v2h6.59L4 18.59 5.41 20 17 8.41V15h2V5z"></path></svg></div></a></div></div></div><span class="MuiCardActionArea-focusHighlight css-jo3ec3"></span></a></div></div></div></div><style data-emotion="css parlph">.css-parlph{margin-top:72px;}</style><div class="MuiBox-root css-parlph"><style data-emotion="css 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class="MuiTypography-root MuiTypography-overline css-1uvvowa">Engagement</span></span></a></div></div><div class="MuiBox-root css-0"><h5 class="MuiTypography-root MuiTypography-h5 css-91j20y" data-testid="content-list-item-title">Sparking Joy Without a Syllabus</h5><span class="MuiTypography-root MuiTypography-caption css-7ch2se" data-testid="content-list-item-authorName">Brendan Hoyle</span></div><style data-emotion="css 1hw29i9">.css-1hw29i9{margin-top:12px;}</style><div class="MuiBox-root css-1hw29i9"><style data-emotion="css r89ptw">.css-r89ptw{margin:0;font-family:'Poppins',sans-serif;font-weight:400;font-size:0.75rem;line-height:1.66;font-size:0.75rem;line-height:1.25rem;letter-spacing:0.2px;font-weight:500;color:#546366;}</style><span class="MuiTypography-root MuiTypography-caption css-r89ptw" data-testid="content-list-item-date">3 days ago</span></div></div><span class="MuiCardActionArea-focusHighlight css-jo3ec3"></span></a></div><hr class="MuiDivider-root MuiDivider-fullWidth css-39bbo6" style="margin-top:12px;margin-bottom:8px"/></div><div class="MuiBox-root css-r1j7jb"><div class="MuiPaper-root MuiPaper-elevation MuiPaper-rounded MuiPaper-elevation0 MuiCard-root css-ydphcq" data-testid="content-list-item"><a class="MuiButtonBase-root MuiCardActionArea-root css-lpjvf" tabindex="0" href="/el/articles/what-does-centering-student-joy-mean"><div class="MuiCardMedia-root css-pqdqbj"><img class="MuiBox-root css-tu4aa9" src="https://library.ascd.org/m/c0f56879f976a19/webimage-1224_Porosoff_Tania-Yakunova-_-Ikon-Images.jpg?q=90" alt="undefined"/></div><div class="MuiCardContent-root css-1l1aniu"><div class="MuiBox-root css-k008qs"><span style="box-sizing:border-box;display:inline-block;overflow:hidden;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;position:relative;max-width:100%"><span 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MuiTypography-caption css-r89ptw" data-testid="content-list-item-date">3 days ago</span></div></div><span class="MuiCardActionArea-focusHighlight css-jo3ec3"></span></a></div><hr class="MuiDivider-root MuiDivider-fullWidth css-39bbo6" style="margin-top:12px;margin-bottom:8px"/></div><div class="MuiBox-root css-r1j7jb"><div class="MuiPaper-root MuiPaper-elevation MuiPaper-rounded MuiPaper-elevation0 MuiCard-root css-ydphcq" data-testid="content-list-item"><a class="MuiButtonBase-root MuiCardActionArea-root css-lpjvf" tabindex="0" href="/el/articles/recentering-imagination"><div class="MuiCardMedia-root css-pqdqbj"><img class="MuiBox-root css-tu4aa9" src="https://library.ascd.org/m/5dc94ba6593fcf03/webimage-1224_Engels_TopVectors-_-iStock-1170831691.jpg?q=90" alt="undefined"/></div><div class="MuiCardContent-root css-1l1aniu"><div class="MuiBox-root css-k008qs"><span 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data-testid="content-list-item-authorName">Karen Engels</span></div><div class="MuiBox-root css-1hw29i9"><span class="MuiTypography-root MuiTypography-caption css-r89ptw" data-testid="content-list-item-date">3 days ago</span></div></div><span class="MuiCardActionArea-focusHighlight css-jo3ec3"></span></a></div><hr class="MuiDivider-root MuiDivider-fullWidth css-39bbo6" style="margin-top:12px;margin-bottom:8px"/></div><div class="MuiBox-root css-r1j7jb"><div class="MuiPaper-root MuiPaper-elevation MuiPaper-rounded MuiPaper-elevation0 MuiCard-root css-ydphcq" data-testid="content-list-item"><a class="MuiButtonBase-root MuiCardActionArea-root css-lpjvf" tabindex="0" href="/el/articles/the-power-of-play"><div class="MuiCardMedia-root css-pqdqbj"><img class="MuiBox-root css-tu4aa9" src="https://library.ascd.org/m/525dd11408f175ef/webimage-1224_Hargreaves_Jumpeestudio-_-istock-611778274.jpg?q=90" alt="undefined"/></div><div class="MuiCardContent-root css-1l1aniu"><div class="MuiBox-root 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style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%"/><noscript><img sx="[object Object]" srcSet="/images/premium.svg 1x, /images/premium.svg 2x" src="/images/premium.svg" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%" loading="lazy"/></noscript></span><div class="MuiBox-root css-19hiiex" data-testid="undefined-special"><a class="MuiChip-root MuiChip-filled MuiChip-sizeSmall MuiChip-colorDefault MuiChip-filledDefault css-8dj8xw" data-testid="undefined-special-tag"><span class="MuiChip-label MuiChip-labelSmall css-tavflp"><span class="MuiTypography-root MuiTypography-overline css-1uvvowa">Engagement</span></span></a></div></div><div 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Or that to become a joyful teacher, you’ll need to turn content into rap lyrics for your students. At best, such myths oversimplify joy; at worst, they can pressure teachers to become something they are not in order to compete for students’ attention or be seen as effective by their supervisors. Many of us may also have succumbed to the myth that conditions need to be perfect for teaching and learning to feel joyful. They don’t.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we (the authors) think about joy, what comes to mind for us is the look on a student’s face when they realize they can read a challenging, multisyllabic word like ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"audacity","nodeType":"text"},{"data":{},"marks":[],"value":" for the first time. Or it’s the energy emanating from a group of students, heads in a huddle, working intently on a multistep math problem. Or it’s the suspenseful silence that comes over a classroom when a teacher starts a read aloud and everyone wants to know what happens next.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we think about joy, we also think about teachers coming together for meaningful professional learning where they feel seen, heard, and valued. Or we think about school leaders who listen to families and caregivers with compassion, building home-school partnerships that become a source of joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Gary Haugen, CEO of International Justice Mission, explains that “joy is the oxygen for doing hard things in the world” (Bowler, 2024). Similarly, we have found that joy is the oxygen for learning, teaching, and leading, which require the “hard things” of deep and sustained thinking. Thinking ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"is","nodeType":"text"},{"data":{},"marks":[],"value":" hard and effortful, and people typically only gravitate toward activities that are challenging ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"if ","nodeType":"text"},{"data":{},"marks":[],"value":"those experiences bring them joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"We offer a simple framework, based on the principles of cognitive science and positive psychology, for creating more sustainable joy in learning, teaching, and leading. As educators, if we’re more intentional about what we mean when we talk about joy in our classrooms and schools, we’ll do a better job of creating it.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"The Joy of Connection","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"Decades of research from positive psychology have found that taking care of our relationships is as important as taking care of our bodies (Waldinger \u0026 Schulz, 2022). However, our cultural scripts often emphasize rugged individualism over the common good. The original script for the movie ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"Star Wars","nodeType":"text"},{"data":{},"marks":[],"value":" even had the line, “May the force of others be with you.” However, before the movie made it to the big screen, ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"of others","nodeType":"text"},{"data":{},"marks":[],"value":" was cut (Achor, 2018). We’re continually getting the message that joy is something we have to figure out on our own; just check the self-help aisle of any bookstore, and you’ll find a lot of books that promote joy as a solo mission.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"But it turns out that sustaining joy is more about our human relationships than it is about, say, taking ice baths or drinking more protein shakes. ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"Relational","nodeType":"text"},{"data":{},"marks":[],"value":" joy is a core part of learning, so let’s look at some ways we can maximize it.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"6FHr7sGKjy4BI9ca6sCXLC","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Prioritize the “We”","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Prioritizing connection can be as straightforward as inviting students to turn and talk to a neighbor to express their thinking. This not only boosts engagement, but also makes the hard, slow work of thinking more motivating. Reenvision a portion of independent practice as ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"collaborative","nodeType":"text"},{"data":{},"marks":[],"value":" practice by using research-based techniques like reciprocal teaching, in which teachers support students in practicing the strategic thinking involved in summarizing, clarifying, predicting, and asking questions.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"We can create a culture that values perspective-taking and even healthy skepticism by inviting students to use phrases like:","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Yes, and . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Yes, but . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Help me understand what you mean by . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Maybe it actually is . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Could it be . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"}],"nodeType":"unordered-list"},{"data":{},"content":[{"data":{},"marks":[],"value":"Such sentence frames shift students from ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"I-centered ","nodeType":"text"},{"data":{},"marks":[],"value":"language in their discussions to more ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"we-centered ","nodeType":"text"},{"data":{},"marks":[],"value":"possibilities for them to listen and build on what others are saying. This creates a classroom culture where joy comes from shared meaning-making.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Strengthen Relationships","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Relationships are at the core of any community, especially inclusive and joyful communities where each member feels a sense of belonging. These types of communities don’t just happen; they take intentional planning. First, consider ways to strengthen your relationship with your students. Schedule periodic conferences to listen and get to know each of them; we can’t be culturally and historically responsive in our teaching if we don’t know our students, families, and communities (Muhammad, 2020). To build greater equity into one-on-one conferences, keep a record of which students you have connected with, noting not only their academic development, but also tidbits you learn about their weekends, hobbies, or aspirations; this will help you give every student the feedback they need while also strengthening your relationship with them.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Celebrate Challenge","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Use feedback structures that support students to see challenge as a source of joy. After all, productive struggle is a hard but necessary part of learning. One technique is to use the language, “Because you have ___, you’re ready to ___” (McGee, 2017). For example, you might say, “Because you have done so well growing your conversation skills with a partner, you’re ready to be in learning clubs with four or five people now.” This tells students that they’ve done something well and that they’re ready to take on a new challenge. Similarly, by celebrating challenge—for example, by having students share at the end of class or record in a notebook one way they grew as a learner that day—we help cultivate resilience and perseverance as a joyful part of learning.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Embrace Moments of Joy","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Finally, embrace instances of joy that burst forth in the moment, such as when students laugh out loud at something funny in a text or when they cheer after solving a difficult math problem. Keep in mind, however, that how we seek happiness and regulate emotions is cultural; we need to check our own biases when students express joy in a way we don’t fully understand, such as by dancing in the hallway, having a lyric battle in the cafeteria, or showing exuberant expressions of team spirit. We can create more shared joy if we seek to understand who our students are, what they care about, and how learning occurs in their families and communities. This enables us to create brain-friendly classroom conditions for culturally and linguistically responsive learning (Hammond, 2015). We’ll look at some of those brain-friendly conditions next.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"7vNJctjcDdiPduNIJIt8SU","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"The Joy of Engagement and Brain-Friendly Learning","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"Brain-friendly instruction starts by considering our students. For example, for those of our students who are from community-oriented cultures rooted in rich storytelling traditions, their brains may be wired to process information orally and actively. This is how they may have experienced learning outside of school (Hammond, 2015). To bridge home and school practices, teachers can be explicit about the routines for using oral and written language in the classroom and can ensure regular opportunities for students to tell stories and engage with one another conversationally as a part of learning. Such practices can be incorporated into routines that would typically start the day or class period, such as morning meeting at the elementary level and “do nows” at the secondary level.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Activate and Assess Prior Knowledge","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we don’t have enough knowledge about a topic or we don’t understand enough of the words being used, we’ll struggle to comprehend the task, especially if it involves reading. And there’s no joy in that. To assess whether students have the requisite knowledge the task demands, use techniques like anticipation guides (Hennessey, 2020), which front-load statements related to a topic that students are asked to respond to as either true or false. At the end of the lesson or unit, students go back and revise their responses on the basis of the new content they’ve learned.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"For example, to prepare students to address complex human themes like justice and fairness, Facing History and Ourselves (2009) recommends using anticipation guides that include statements like, “Justice is best achieved when perpetrators repair the harm they have caused.” This quick teaching move will give you a window into the knowledge students already have or into the kinds of knowledge you may need to front-load, not to mention the misunderstandings you might need to untangle. Anticipation guides also often contain opinion questions that students can use to clarify their initial opinion or change their mind as they move through a lesson or unit. Facilitating understanding in this way creates more joyful and productive learning experiences.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Consider Working Memory Demands","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Working memory is the limited brain space we have for holding and manipulating ideas. If it gets overcrowded, like when we’re given multistep directions or long lists of unconnected facts or terms, we can go into cognitive overload. Even though we might think the content is compelling, such conditions can lead to student frustration and erode any joy in learning. To address working memory challenges that stem from task overload, provide a series of shorter deadlines for longer assignments, break down tasks into smaller chunks, help students prioritize what’s most important, and incorporate multiple methods for presenting information. When we’re mindful of the limits of working memory and provide supports, we help ensure student success. And success promotes joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Motivate with Mastery","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"When it comes to joyful learning, small successes are fuel for continued forward progress. In his book, ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"The Childhood Roots of Adult Happiness","nodeType":"text"},{"data":{},"marks":[],"value":", Ed Hallowell (2003) explains, “With mastery comes not only self-esteem, but also confidence, leadership skills, initiative, and an enduring desire to work hard” (p. 7). Mastery of foundational skills forms the building blocks of learning. However, to reach a level of mastery to find joy in learning, many students, especially neurologically diverse students and emerging multilingual learners, may need more repeated practice. An investment in strong foundational skills, including decoding, spelling, and math fact retrieval, will support students to reach the point of mastery, not only in those skills, but also in the more complex skills of comprehension, critical thinking, and problem solving.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Finally, supporting students to recognize their small successes, especially those students who experienced initial setbacks or challenges, helps create the conditions for the hard work that thinking and learning require. Small successes can mean successfully organizing one’s materials, working through a checklist independently, and prioritizing getting to class on time. When we compliment students for those small successes, we help create a culture of motivation for all.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"Opening Up to Joy","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"We’ve given you a few pointers on how to prioritize connection in your classrooms, and we’ve offered several brain-friendly paths toward creating greater joy in teaching and learning. Learning environments where students are active, engaged, and joyful don’t happen by accident. You will need to be intentional about the ways you prioritize joy as an essential part of learning.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"And don’t forget to notice joy in your own life outside school. Listen for laughter. Linger over what’s beautiful. Have that piece of cake.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"7uMDFMhI6qsJZCyWyF8szE","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[],"value":"","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"document"},"links":{"__typename":"ArticleBodyLinks","assets":{"__typename":"ArticleBodyAssets","block":[],"hyperlink":[]},"entries":{"__typename":"ArticleBodyEntries","inline":[],"block":[{"__typename":"ComponentQuote","sys":{"__typename":"Sys","id":"6FHr7sGKjy4BI9ca6sCXLC"},"title":"Cunningham Quote 1","description":"If we’re more intentional about what we mean when we talk about joy in our classrooms and schools, we’ll do a better job of creating it.","name":null,"thumbnail":{"__typename":"Image","alternate":"Illustration of a peaceful woman breathing in air to symbolize joy as the \"oxygen\" of learning","title":null,"caption":null,"imgSrc":null,"imageContentful":null,"imageBynder":[{"archive":0,"brandId":"2154F1D0-CD10-4BE9-8B8E3480E8546AB1","copyright":"Orawan Wongka / istock","dateCreated":"2024-11-08T16:26:12Z","dateModified":"2024-11-20T15:52:23Z","datePublished":"2024-12-01T05:00:00Z","description":"Dec24 Jan25 EL images","extension":["jpg"],"fileSize":572494,"height":920,"id":"72AF6DB6-5803-4724-8E124732E8BF3F59","isPublic":0,"limited":0,"name":"1224_Egan Cunningham_orawan wongka _ istock-1851664251","orientation":"landscape","original":null,"thumbnails":{"webimage":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","thul":"https://library.ascd.org/m/40e6aca336fc50b2/thul-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","mini":"https://library.ascd.org/m/40e6aca336fc50b2/mini-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"},"type":"image","watermarked":0,"width":1700,"videoPreviewURLs":[],"tags":[],"textMetaproperties":[{"name":"Publish_Date","value":"2024-12-01T00:00:00Z"}],"src":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"}]},"expertise":null},{"__typename":"Image","sys":{"__typename":"Sys","id":"7vNJctjcDdiPduNIJIt8SU"},"alternate":"Cunningham Image 1","title":null,"caption":null,"imgSrc":null,"imageContentful":{"__typename":"Asset","url":"https://images.ctfassets.net/cguvp07qpj80/7dGCpNG42L8iSuOyRyilwY/c5fc715c0c4cf7148037c70d4e6f9143/1224_Egan_Cunningham_sidebar.jpg","size":1259512,"width":2149,"height":1699},"imageBynder":null},{"__typename":"ComponentRichText","sys":{"__typename":"Sys","id":"7uMDFMhI6qsJZCyWyF8szE"},"title":"Reflect \u0026 Discuss","centerTitle":null,"richTextBody":{"__typename":"ComponentRichTextBody","json":{"nodeType":"document","data":{},"content":[{"nodeType":"paragraph","data":{},"content":[{"nodeType":"text","value":"➛ ","marks":[],"data":{}},{"nodeType":"text","value":"How would you describe what authentic joy looks like for your students?\n","marks":[],"data":{}},{"nodeType":"text","value":"➛ ","marks":[],"data":{}},{"nodeType":"text","value":"What we-centered opportunities do you offer students to strengthen their connections to one another?\n","marks":[],"data":{}},{"nodeType":"text","value":"➛ ","marks":[],"data":{}},{"nodeType":"text","value":"How do you celebrate the joy of student resilience and perseverance in the face of learning challenges?","marks":[],"data":{}}]}]},"links":{"__typename":"ComponentRichTextBodyLinks","assets":{"__typename":"ComponentRichTextBodyAssets","block":[],"hyperlink":[]},"entries":{"__typename":"ComponentRichTextBodyEntries","hyperlink":[],"inline":[],"block":[]}}},"centerBody":null}]}}},"blurb":{"__typename":"ArticleBlurb","json":{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"A focus on brain-friendly instruction promotes connection and engagement—and brings a breath of fresh air to learning.","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"document"}},"pdf":null,"pdfFile":null,"seo":{"title":"Joy: The Oxygen for Learning","__typename":"Article","blurb":{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"A focus on brain-friendly instruction promotes connection and engagement—and brings a breath of fresh air to learning.","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"document"},"body":{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"If you follow the hashtag #joyful on social media, you’ll find that making space for more joy in your life means painting your bedroom yellow or investing in some essential oils. Or that to become a joyful teacher, you’ll need to turn content into rap lyrics for your students. At best, such myths oversimplify joy; at worst, they can pressure teachers to become something they are not in order to compete for students’ attention or be seen as effective by their supervisors. Many of us may also have succumbed to the myth that conditions need to be perfect for teaching and learning to feel joyful. They don’t.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we (the authors) think about joy, what comes to mind for us is the look on a student’s face when they realize they can read a challenging, multisyllabic word like ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"audacity","nodeType":"text"},{"data":{},"marks":[],"value":" for the first time. Or it’s the energy emanating from a group of students, heads in a huddle, working intently on a multistep math problem. Or it’s the suspenseful silence that comes over a classroom when a teacher starts a read aloud and everyone wants to know what happens next.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we think about joy, we also think about teachers coming together for meaningful professional learning where they feel seen, heard, and valued. Or we think about school leaders who listen to families and caregivers with compassion, building home-school partnerships that become a source of joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Gary Haugen, CEO of International Justice Mission, explains that “joy is the oxygen for doing hard things in the world” (Bowler, 2024). Similarly, we have found that joy is the oxygen for learning, teaching, and leading, which require the “hard things” of deep and sustained thinking. Thinking ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"is","nodeType":"text"},{"data":{},"marks":[],"value":" hard and effortful, and people typically only gravitate toward activities that are challenging ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"if ","nodeType":"text"},{"data":{},"marks":[],"value":"those experiences bring them joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"We offer a simple framework, based on the principles of cognitive science and positive psychology, for creating more sustainable joy in learning, teaching, and leading. As educators, if we’re more intentional about what we mean when we talk about joy in our classrooms and schools, we’ll do a better job of creating it.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"The Joy of Connection","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"Decades of research from positive psychology have found that taking care of our relationships is as important as taking care of our bodies (Waldinger \u0026 Schulz, 2022). However, our cultural scripts often emphasize rugged individualism over the common good. The original script for the movie ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"Star Wars","nodeType":"text"},{"data":{},"marks":[],"value":" even had the line, “May the force of others be with you.” However, before the movie made it to the big screen, ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"of others","nodeType":"text"},{"data":{},"marks":[],"value":" was cut (Achor, 2018). We’re continually getting the message that joy is something we have to figure out on our own; just check the self-help aisle of any bookstore, and you’ll find a lot of books that promote joy as a solo mission.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"But it turns out that sustaining joy is more about our human relationships than it is about, say, taking ice baths or drinking more protein shakes. ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"Relational","nodeType":"text"},{"data":{},"marks":[],"value":" joy is a core part of learning, so let’s look at some ways we can maximize it.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"6FHr7sGKjy4BI9ca6sCXLC","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Prioritize the “We”","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Prioritizing connection can be as straightforward as inviting students to turn and talk to a neighbor to express their thinking. This not only boosts engagement, but also makes the hard, slow work of thinking more motivating. Reenvision a portion of independent practice as ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"collaborative","nodeType":"text"},{"data":{},"marks":[],"value":" practice by using research-based techniques like reciprocal teaching, in which teachers support students in practicing the strategic thinking involved in summarizing, clarifying, predicting, and asking questions.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"We can create a culture that values perspective-taking and even healthy skepticism by inviting students to use phrases like:","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Yes, and . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Yes, but . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Help me understand what you mean by . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Maybe it actually is . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"},{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"“Could it be . . .”","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"list-item"}],"nodeType":"unordered-list"},{"data":{},"content":[{"data":{},"marks":[],"value":"Such sentence frames shift students from ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"I-centered ","nodeType":"text"},{"data":{},"marks":[],"value":"language in their discussions to more ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"we-centered ","nodeType":"text"},{"data":{},"marks":[],"value":"possibilities for them to listen and build on what others are saying. This creates a classroom culture where joy comes from shared meaning-making.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Strengthen Relationships","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Relationships are at the core of any community, especially inclusive and joyful communities where each member feels a sense of belonging. These types of communities don’t just happen; they take intentional planning. First, consider ways to strengthen your relationship with your students. Schedule periodic conferences to listen and get to know each of them; we can’t be culturally and historically responsive in our teaching if we don’t know our students, families, and communities (Muhammad, 2020). To build greater equity into one-on-one conferences, keep a record of which students you have connected with, noting not only their academic development, but also tidbits you learn about their weekends, hobbies, or aspirations; this will help you give every student the feedback they need while also strengthening your relationship with them.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Celebrate Challenge","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Use feedback structures that support students to see challenge as a source of joy. After all, productive struggle is a hard but necessary part of learning. One technique is to use the language, “Because you have ___, you’re ready to ___” (McGee, 2017). For example, you might say, “Because you have done so well growing your conversation skills with a partner, you’re ready to be in learning clubs with four or five people now.” This tells students that they’ve done something well and that they’re ready to take on a new challenge. Similarly, by celebrating challenge—for example, by having students share at the end of class or record in a notebook one way they grew as a learner that day—we help cultivate resilience and perseverance as a joyful part of learning.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Embrace Moments of Joy","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Finally, embrace instances of joy that burst forth in the moment, such as when students laugh out loud at something funny in a text or when they cheer after solving a difficult math problem. Keep in mind, however, that how we seek happiness and regulate emotions is cultural; we need to check our own biases when students express joy in a way we don’t fully understand, such as by dancing in the hallway, having a lyric battle in the cafeteria, or showing exuberant expressions of team spirit. We can create more shared joy if we seek to understand who our students are, what they care about, and how learning occurs in their families and communities. This enables us to create brain-friendly classroom conditions for culturally and linguistically responsive learning (Hammond, 2015). We’ll look at some of those brain-friendly conditions next.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"7vNJctjcDdiPduNIJIt8SU","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"The Joy of Engagement and Brain-Friendly Learning","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"Brain-friendly instruction starts by considering our students. For example, for those of our students who are from community-oriented cultures rooted in rich storytelling traditions, their brains may be wired to process information orally and actively. This is how they may have experienced learning outside of school (Hammond, 2015). To bridge home and school practices, teachers can be explicit about the routines for using oral and written language in the classroom and can ensure regular opportunities for students to tell stories and engage with one another conversationally as a part of learning. Such practices can be incorporated into routines that would typically start the day or class period, such as morning meeting at the elementary level and “do nows” at the secondary level.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Activate and Assess Prior Knowledge","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"When we don’t have enough knowledge about a topic or we don’t understand enough of the words being used, we’ll struggle to comprehend the task, especially if it involves reading. And there’s no joy in that. To assess whether students have the requisite knowledge the task demands, use techniques like anticipation guides (Hennessey, 2020), which front-load statements related to a topic that students are asked to respond to as either true or false. At the end of the lesson or unit, students go back and revise their responses on the basis of the new content they’ve learned.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"For example, to prepare students to address complex human themes like justice and fairness, Facing History and Ourselves (2009) recommends using anticipation guides that include statements like, “Justice is best achieved when perpetrators repair the harm they have caused.” This quick teaching move will give you a window into the knowledge students already have or into the kinds of knowledge you may need to front-load, not to mention the misunderstandings you might need to untangle. Anticipation guides also often contain opinion questions that students can use to clarify their initial opinion or change their mind as they move through a lesson or unit. Facilitating understanding in this way creates more joyful and productive learning experiences.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Consider Working Memory Demands","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"Working memory is the limited brain space we have for holding and manipulating ideas. If it gets overcrowded, like when we’re given multistep directions or long lists of unconnected facts or terms, we can go into cognitive overload. Even though we might think the content is compelling, such conditions can lead to student frustration and erode any joy in learning. To address working memory challenges that stem from task overload, provide a series of shorter deadlines for longer assignments, break down tasks into smaller chunks, help students prioritize what’s most important, and incorporate multiple methods for presenting information. When we’re mindful of the limits of working memory and provide supports, we help ensure student success. And success promotes joy.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"italic"},{"type":"bold"}],"value":"Motivate with Mastery","nodeType":"text"}],"nodeType":"heading-3"},{"data":{},"content":[{"data":{},"marks":[],"value":"When it comes to joyful learning, small successes are fuel for continued forward progress. In his book, ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"The Childhood Roots of Adult Happiness","nodeType":"text"},{"data":{},"marks":[],"value":", Ed Hallowell (2003) explains, “With mastery comes not only self-esteem, but also confidence, leadership skills, initiative, and an enduring desire to work hard” (p. 7). Mastery of foundational skills forms the building blocks of learning. However, to reach a level of mastery to find joy in learning, many students, especially neurologically diverse students and emerging multilingual learners, may need more repeated practice. An investment in strong foundational skills, including decoding, spelling, and math fact retrieval, will support students to reach the point of mastery, not only in those skills, but also in the more complex skills of comprehension, critical thinking, and problem solving.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Finally, supporting students to recognize their small successes, especially those students who experienced initial setbacks or challenges, helps create the conditions for the hard work that thinking and learning require. Small successes can mean successfully organizing one’s materials, working through a checklist independently, and prioritizing getting to class on time. When we compliment students for those small successes, we help create a culture of motivation for all.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[{"type":"bold"}],"value":"Opening Up to Joy","nodeType":"text"}],"nodeType":"heading-2"},{"data":{},"content":[{"data":{},"marks":[],"value":"We’ve given you a few pointers on how to prioritize connection in your classrooms, and we’ve offered several brain-friendly paths toward creating greater joy in teaching and learning. Learning environments where students are active, engaged, and joyful don’t happen by accident. You will need to be intentional about the ways you prioritize joy as an essential part of learning.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"And don’t forget to notice joy in your own life outside school. Listen for laughter. Linger over what’s beautiful. Have that piece of cake.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{"target":{"sys":{"id":"7uMDFMhI6qsJZCyWyF8szE","type":"Link","linkType":"Entry"}}},"content":[],"nodeType":"embedded-entry-block"},{"data":{},"content":[{"data":{},"marks":[],"value":"","nodeType":"text"}],"nodeType":"paragraph"}],"nodeType":"document"},"image":{"__typename":"Image","alternate":"Illustration of a peaceful woman breathing in air to symbolize joy as the \"oxygen\" of learning","title":null,"caption":null,"imgSrc":null,"imageContentful":null,"imageBynder":[{"archive":0,"brandId":"2154F1D0-CD10-4BE9-8B8E3480E8546AB1","copyright":"Orawan Wongka / istock","dateCreated":"2024-11-08T16:26:12Z","dateModified":"2024-11-20T15:52:23Z","datePublished":"2024-12-01T05:00:00Z","description":"Dec24 Jan25 EL images","extension":["jpg"],"fileSize":572494,"height":920,"id":"72AF6DB6-5803-4724-8E124732E8BF3F59","isPublic":0,"limited":0,"name":"1224_Egan Cunningham_orawan wongka _ istock-1851664251","orientation":"landscape","original":null,"thumbnails":{"webimage":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","thul":"https://library.ascd.org/m/40e6aca336fc50b2/thul-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","mini":"https://library.ascd.org/m/40e6aca336fc50b2/mini-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"},"type":"image","watermarked":0,"width":1700,"videoPreviewURLs":[],"tags":[],"textMetaproperties":[{"name":"Publish_Date","value":"2024-12-01T00:00:00Z"}],"src":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"}]}},"title":"Joy: The Oxygen for Learning","volumeNo":82,"issueNo":4,"issueDate":"2024-12-01T00:00:00.000Z","premium":true,"topic":{"__typename":"CategoryTopics","title":"Engagement"},"topicSecondary":{"__typename":"ArticleTopicSecondaryCollection","items":[{"__typename":"CategoryTopics","title":"Social-emotional learning"}]},"image":{"__typename":"Image","alternate":"Illustration of a peaceful woman breathing in air to symbolize joy as the \"oxygen\" of learning","title":null,"caption":null,"imgSrc":null,"imageContentful":null,"imageBynder":[{"archive":0,"brandId":"2154F1D0-CD10-4BE9-8B8E3480E8546AB1","copyright":"Orawan Wongka / istock","dateCreated":"2024-11-08T16:26:12Z","dateModified":"2024-11-20T15:52:23Z","datePublished":"2024-12-01T05:00:00Z","description":"Dec24 Jan25 EL images","extension":["jpg"],"fileSize":572494,"height":920,"id":"72AF6DB6-5803-4724-8E124732E8BF3F59","isPublic":0,"limited":0,"name":"1224_Egan Cunningham_orawan wongka _ istock-1851664251","orientation":"landscape","original":null,"thumbnails":{"webimage":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","thul":"https://library.ascd.org/m/40e6aca336fc50b2/thul-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg","mini":"https://library.ascd.org/m/40e6aca336fc50b2/mini-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"},"type":"image","watermarked":0,"width":1700,"videoPreviewURLs":[],"tags":[],"textMetaproperties":[{"name":"Publish_Date","value":"2024-12-01T00:00:00Z"}],"src":"https://library.ascd.org/m/40e6aca336fc50b2/webimage-1224_Egan-Cunningham_orawan-wongka-_-istock-1851664251.jpg"}]},"references":{"__typename":"ArticleReferences","json":{"data":{},"content":[{"data":{},"content":[{"data":{},"marks":[],"value":"Achor, S. (2018). ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"Big potential: How transforming the pursuit of success raises our achievement, happiness, and well-being.","nodeType":"text"},{"data":{},"marks":[],"value":" Crown Currency.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Bowler, K. (2024). Joy is the oxygen [Audio podcast]. Everything Happens.","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Facing History and Ourselves. (2009). How to use anticipation guides. https://www.facinghistory.org/resource-library/anticipation-guides","nodeType":"text"}],"nodeType":"paragraph"},{"data":{},"content":[{"data":{},"marks":[],"value":"Hallowell, E. (2003). ","nodeType":"text"},{"data":{},"marks":[{"type":"italic"}],"value":"The childhood roots of adult happiness: Five steps to help kids create and sustain lifelong joy","nodeType":"text"},{"data":{},"marks":[],"value":". 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