Joy is defined as a feeling of great pleasure and happiness. Joy is often times associated with more personal, leisure based activities. However, how often does one equate finding joy within their work?
I was reminded of this notion by a dear childhood friend, who recently found a book she made for me when I graduated from college (which was a long time ago, in case anyone was wondering). This book is a beautiful hand drawn book titled Miss Hillary’s Hats, which charted the many hats I had worn up until college graduation. The last illustration, shown above, showed what was the next chapter- my very first classroom. I was hired as a teacher of children with Autism, and I was excited. This picture spoke to me in a way that validated my mission of instilling and supporting joy in learning and in life. Apparently, this was something that I was striving to do when I first entered education. Making learning fun and accessible to all was my mission then, and it still is today. Boy, life sure does have a funny way of giving you what you need it when you need it.
In thinking about this image, I wondered if others feel and experience joy in their work? Are teachers allowing themselves to create learning experiences that are joyful? Do learners feel and experience joy in their educational life? Is joy as fundamental in the professional realm as it is in the personal realm?
The short answer to the last question is a resounding YES. Joy can and should be an integral part of the learning and teaching process. Even when things are tough, there should always be a place for joy. However, life sometimes has a way of clouding that with mandates, acronyms, deadlines, and scripted curriculum that is not inclusive for or accessible to all learners.
How often do you remind yourself of what brought you to education in the first place? Do you take time to reflect on what brings you joy in your practice? Do you feel stressed, overburdened with demands and have lost that “spark” that gets you out of bed, and eagerly awaiting another day with your colleagues and learners? Do you find inspiration and creativity in your curriculum or do you feel limited and unable to adequately address the needs of you and your learners?
Allow me to introduce you to Universal Design for Learning (UDL). Rooted in neuroscience, the UDL framework’s three principles serve to empower all learners by designing curriculum to meet the needs of ALL learners as opposed to designing for the supposed average learner. In the UDL framework, Curriculum is not static. It’s dynamic. Like a buffet, there are options for both the teacher and the learner. While technology can be a powerful tool to support UDL, dynamic pedagogy that is rooted in the UDL principles serves to lay the foundation for learning.
With UDL, there truly are no limits. In fact, it is quite possible, and attainable, to rediscover the joy of teaching and learning.
To learn more about how UDL can instill the joy back into your practice and for your learners, check out these resources:
- CAST
- National Center on Universal Design for Learning
- Learning Designed
- 5 Must-Have Books for Educators on UDL
May this spark your own journey to re-discover the joy in teaching and learning!
