Mobilize Your Community: Finding, Expressing, and Involving Learners in Your Joy as an Educator
As I look back to the first week of June and the close of the 2023-24 school year, I’m struck by the special nature of a school year’s end, which often brings a mix of stress and fatigue for educators. It sure did for me. Amidst the rush to complete projects and assessments, it’s easy to lose sight of the joy that brought us to teaching in the first place. Reflecting on my experiences as an educator across a diverse range of learning environments–from more traditional public schools to those that emphasize either project-based learning, learner-centered education, or competency-based instruction–I’ve discovered that reconnecting with this joy, and involving learners, colleagues, and community members in it, is not only possible but essential for long-term sustainability.
In the following sections, I will delve into the strategies that have helped me rediscover and sustain joy in my teaching practice throughout the school year. From embracing unexpected conversations that prompt reflection to seeking connection in low moments, and from using nostalgia as a tool for self-assessment to being present with learners, I’ll share practical ways to build and maintain a joyful educational environment. Additionally, I’ll explore how integrating learners' interests into your theory and praxis and defining what brings joy to your professional life can transform both you and your learners’ experiences. I hope these insights and practices inspire educators to reconnect with their passion and involve their community in this journey towards a fulfilling and impactful teaching career.
Embrace Unexpected Conversations
Reflective conversations can be a powerful tool for personal and professional growth. Often, our prolonged fatigue isn't immediately attributed to the immense responsibilities of our profession. We're so immersed in instruction, planning, and evaluation that reflection can be overlooked. When reflection does occur, it might be sparked by an unexpected source: a warm nudge from a friend, a direct statement from a learner, or an epiphany brought about by a disrupted routine, forcing a deeper look at our daily practices. For me, this came through caring questions from a colleague that prompted me to reflect on what was going well, my priorities, and how I was defining joy in my teaching practice. I found it critical to engage with these moments openly and courageously, as they offered a chance to reassess and realign my practices with my personal values and our organizational goals.
Seek Connection in Low Moments
A recent conversation with a running friend, a former U.S. Army Ranger, highlighted the importance of community and selflessness in finding meaning and joy. During his harrowing experience at Ranger School, he learned that survival depended not on rational self-interest, but on selflessly supporting and being supported by others. Today, he uses what he calls living in the seams of life–mini-moments of solitude while driving or being unplugged from technology–to better understand himself, his WHY, and where he derives meaning. This insight and practice resonated deeply with my interest in understanding the daily routines of life in the classroom while also embracing serendipity and novelty. Through this practice, he realized that his sustained motivation in leading others was more meaningful when he worked on behalf of others, especially during those low moments.
In teaching, this means recognizing that our joy and fulfillment often come from our relationships with learners and colleagues. When feeling overwhelmed, rather than retreating, seek connection. Reach out to those who have shown you unconditional love and support. This outreach is a gift, not a burden, and can help restore your sense of purpose.
Nostalgia as a Tool for Reflection
After speaking with my colleague, I took a long run home to reflect. Upon arrival, I reviewed photos and videos of joyful moments with current and former learners, contacted mentors and former colleagues, and spoke transparently with learners and parents about their perceptions of my performance as an educator, mentor, and community member. This exercise was–albeit vulnerable–reassuring for me, so I encourage you to stop reading now and open the folder holding photos and videos from your own year!
What do you see? What emotions do you feel? Does it bring you joy, or another similar emotion? Who can you text or call, those who participated in these images and scenes?
Allowing others to share stories, experiences, pictures, and videos of past successes can restore your faith and motivation. This practice is healthy and necessary, as it provides a fuller picture of your impact and helps counteract the flooding of negative self-perceptions–and not just at the end of the school year. These lows happen all the time for educators, and all are perfect moments for nostalgia and reinvigoration.
| When? | The Ocober Dip | The January Languish | The Spring Crawl to the Finish Line |
|---|---|---|---|
| What? | After the initial honeymoon phase that begins the year, colder weather arrives and a sense of routine sets in, while more persistent challenges become more salient. Read more in “How to Shake the ‘October Blues’ and Rediscover the Joy in Teaching” by Madeline Will |
After the holiday season, we return to the classroom, but we return with a need to retap into our WHY. Read more in “There’s a Name for the Blah You’re Feeling: It’s Called Languishing” by Adam Grant |
Standardized test preparation ramps up. The last (surprise) snow fall arrives. Whatever that final leg of the marathon looks like for you, it comes at a time when we need the light at the end of the tunnel most! Read more in “Reclaiming Joy at the End of the School Year,” by Bryanna Hanson |
Be Present with Learners
To sustain this feeling of joy, it's essential to be present in the classroom. Engage in activities that foster deep connections with learners. When was the last time you had a deep-belly laugh with your learners? Do you allow space for learner-led inquiry? Do any of your learners know you more than as their teacher? If so, how? If not, why?
One activity that has led to deeper relationships for me has been holding empathy interviews with learners, which can provide invaluable insights into their engagement and help build stronger relationships. Plus, they don’t require any formal or standardized practice; rather, they can take place as you walk to your classroom, hold space for learners during your planning period, or facilitate an extracurricular activity. For example, I often have these quick pulse checks with learners as we arrive at school–the randomness of the interviewee made it even more authentic–or during cross country practice as we either warmed up for or cooled down after practice.
These “interviews” are crucial because they allow us to understand learners' perspectives, motivations, and challenges directly from the source. By listening attentively and showing genuine interest, we create an environment of trust and mutual respect.
When I conduct empathy interviews, I prefer a semi-structured approach, but this has been developed over time, based on comfort, relative success, and personal preference. I typically start with a few easily accessible, binary questions that allow for responses, like “Do you have a game/club meeting this week?,” or “Did you have breakfast this morning?” Whether the response is yes or no, it offers the opportunity to ask simple follow-ups, like “Oh! I hope you and the team do well! Who are you competing against?” or “Ah, me neither! I just didn’t have time. Wanna grab a snack in my classroom?”
When conducting empathy interviews with learners, I use open-ended questions tailored to each student's initial responses, sometimes in small groups to reduce pressure. I aim to end with a school-related question about classwork, culture, or peer relationships, such as "What's been your favorite part of our class so far?" or “Can you tell me about a time when you felt really excited about your learning?” These conversations are most effective in relaxed settings, like lunch or free periods, where I can actively listen and demonstrate attention through body language, typically avoiding note-taking unless pre-approved by the student. This approach has fostered a comfortable environment for students to share their thoughts and experiences, providing valuable insights into their engagement and helping to strengthen our relationships.
After the conversation, I reflect on the insights gained, but not in a data collection orientation, as if variable X uncovered during the conversation will lead to outcome Y through some applied intervention. Rather, I try to simply stay present. That is, I don’t immediately turn my algebra lesson on systems of linear equations into one focused on basketball, simply because the student expressed interest in the sport. Alternatively, I prefer spontaneous, casual conversations about shared interests like basketball, as they often yield better results.. Students can pick up when attempts for improved relationships are forced or inauthentic, and they may even suggest a lesson plan, activity, or engagement with peers that combines the topic with an academic or social-emotional goal!
Build Relationships Through Content
Integrating learners’ interests and passions into aspects of the learning, projects, or classroom culture can be truly transformational. As I’ve mentioned, this doesn’t mean a superficial inclusion, but creating meaningful opportunities for learner voice and choice. For example, if a learner loves art, and the relationship is radically built on trust and candor, co-design a series of lessons that incorporate artistic design into geometry. As a result, it becomes truly authentic, not performative. It becomes a routine, not a one-time blip. It becomes a reason for learners to return to your classroom with joy time and again, rather than a moment’s high.
All of this is predicated on our intention to use available moments to connect with learners and colleagues–walk with them to the break room, sit with them during lunch, or join in their extracurricular activities. Collaborate with colleagues to share best practices and insights about engaging both hard-to-reach and ready-to-volunteer learners. Show up in roles beyond teaching, such as coaching or facilitating clubs, to recharge your energy and build deeper connections. This may sound like an additional responsibility, but you’ll be amazed how much can be derived and accomplished, as the positive spillover effects are exponential.
Define and Seek Out Joy
Ultimately, I hope you can reflect on what brings you joy as an educator. For me, it’s running with learners, seeing them overcome challenges, and celebrating their successes. Ask colleagues to help you identify moments of joy and areas for improvement. Learners, too, are valuable sources of feedback.
But where should you begin? Think about the seams: while you’re driving to work, taking a shower, walking your dog, or preparing dinner, where does your mind wander? What did you appreciate from your day? Where would you like to devote more of that positive energy and proclivity? Would close colleagues reinforce these responses and reflections? How might they remind you of your truest potential and keep you from self-doubt?
And like any hobby or passion, the practice is more about the orientation and architecture, rather than the outcome. Said differently, I find it helpful to build routines and opt-out choices that encourage frequent enjoyment, rather than leaving them to chance. For example, when at High Tech High, it was easy to connect with my student-athletes while we shuffled to the field for repeats every day after school, and as I jogged home later that day, I reflected on the conversations to crystalize their meaning.
Conclusion
Joy in teaching is not a constant state but a practice. Regular reflection, seeking connection in low moments, and building strong relationships through meaningful content can help sustain this joy. By embracing these practices, you can better show up for your learners and inspire them to engage deeply with their learning.
Questions worth considering:
What brings you joy as an educator?
How can you integrate learners’ interests into your lessons more meaningfully?
Who can you reach out to for support and feedback when you are in need of revitalized joy?
What practices can you implement to stay present and connected with your learners?
How can you involve your school community in sustaining joy and motivation?
I'm grateful to have reflected on these questions recently, especially at the close of another rewarding and challenging school year. I have taken this summer to recharge, so that I may show up in August ready to work towards a shared, aspirational goal. In the end, educators deserve that joy.
Jimmy McCue is an Educator at Embark Education in Denver, focusing on learner-centered experiences rooted in trust and relationships. He also serves as an Instructional and Leadership Coach at Open Way Learning, promoting racial equity and learner-centered strategies. As an Advisory Board Member for What School Could Be and Mathkind, Jimmy contributes insights to global education initiatives. His approach combines high standards, continuous improvement, and strategic thinking to foster excellence in education. Jimmy's balanced leadership style and commitment to collaboration help guide teams towards meaningful decisions and collective action.