International Seminar at UPI Campus Serang

2. Joy
 An attitude of constant inner happiness and
satisfaction
 A feeling, a state of mind or a way of
thinking
 A sense of passion and enthusiasm

3. Joyful learning
A series of pleasant, enjoyable
learning experiences
Learning that is active, personally
fulfilling and successful

4. The joyful classroom
Enemies of the joyful
classroom
 Stress and anxiety (Pawalak et al,
2003)
 Meaningless repetition and
boredom (Willis, 2007)
 Uncertainty and confusion
 Intolerance, intimidation and
inflexibility (Willis, 2007)
The joyful teacher
 Relaxed, personable and reassuring
 Surprising and creative
 Ordered and confident
 Reasonable, open and accepting

5. Differences between joyful learning and
play theory
Play theory (Locke and
Rousseau)
 Based on discrete activities
(Huizinga, 1950)
 Focussed on early childhood
 Involves pretence, role plays and
follows rules (of the game)
 Can become symbolic (Dietze &
Kashin, 2011)
Joyful learning
 Based on a continuous state of
being or an attitude of
contentment
 Can be practised in school or adult
learning settings
 Involves playfulness or quirkiness
(Sutton-Smith, 1997)

6. Outcomes of joyful learning
 Reshapes the structure of the brain (Thanos et al, 1999)
 Strengthens alternative brain pathways (Kohn, 2004, Lester & Russell,
2008)
 Superior socialisation of learner (Piaget, 1962, Vygotsky, 1962)
 Superior academic learning (Bodrova & Leong, 2005)
 Develops empathy in learners
 If it occurs early in kindergarten, it establishes better patterns of
learning in later schooling (Coolahan et al, 2000)
 Better levels of motivation, persistence and peer interaction (Shipley,
2008)
 Increases concentration, curiosity and openness (SACSA, 2009)
 Increases memory storage (Andreassen et al, 1999)
 Increases active learning (Dewey)

7. Creating joyful learning
 Increase teacher variation
 Increase classroom variation
 Use all the learners’ senses
 Celebrate the achievement of learners
 Increase variation in interaction patterns in the classroom
 Create a democratic classroom where the teacher is not a powerful,
dominant fearful person and where learners have equal dignity and
respect
 Increase variation in activities (EYLF, 2009)
 Build a positive emotional atmosphere and eliminate negative talk
 Increase collaborative work
 Focus on learners’ needs and interests
 Use multimedia and a variety of sources (Willis, 2007)
 Avoid drill and practice

8. Objections to joyful learning
approaches
 Tests are not joyful but they are a reality
 Teachers need to be very resourceful and
skilled to cope with the unexpected

9. Conclusion
Characteristics of the joyful teacher
 Create a desirable physical space
 Create a desirable social and emotional
environment
 Develop and use your own teaching personality
 Allow yourself to do the unpredictable
 Be a joyful person