Reading through the latest in the TES on the Shanghai Mathematics study I was struck by a quite simple statement.
The teachers thought the kids were enjoying their mathematics, but they were not. Naturally, there are some subsequent questions you might ask yourself:
Is it that important that they enjoy your subject?
Is it that important the method used to teach them enhances their enjoyment of your subject?
How did these teachers get a wrong perception?
These are important questions. For example, I enjoy running and being a runner. I don’t enjoy hills. I hate them. I don’t enjoy long steady runs. I tolerate them. But the fact that I have to do them to be a good runner doesn’t stop me from enjoying running. In fact, there is some part of me that finds hill running quite interesting and makes me curious. Lactate threshold training is a key part of running and I’m often to be found reading in-depth sport science texts about the very thing I hate. Curiouser and curiouser.
However, as an English teacher it is very important to me that people enjoy English. Even though sometimes English is tedious, frustrating, difficult and challenging in all sorts of ways (as well as being endlessly enjoyable), it is important to me that the end result is that they enjoy English and are fascinated to learn more about the subject even when it is a very difficult area. That ‘curiosity’ is what drives us to opt in to learn more about the subject independently and in our own time. It pushes the ‘subject’ into what we perceive as our leisure time and becomes part of our identity. We begin to source new knowledge in the subject independently and look to locate this knowledge within our current knowledge.
I am not one for ‘making lessons fun’. My subject is fun. However, I have to think about whether my perceptions as a teacher of my students are right. My running coach can easily ‘beast’ me to make me stronger, but that would probably put me off running or at least being taught by that coach. So it is important that a teacher has access to student voice. Sometimes it is challenging learning my subject, but I want the overall picture to be one of the students enjoying my subject: student voice is thus important.
Is it that important the methods I use to teach them enhances their enjoyment of the subject? That is difficult. I think I want the methods I use in teaching to enhance their curiosity in my subject. I want to make students stronger in such a way that they enjoy the challenges in learning more about my subject.
And finally. How did these teachers get such a wrong perception of their students’ enjoyment? Did they mistake progress in learning for enjoyment? Making progress in your subject seems to be not enough to make students enjoy your subject. There must be a fostered curiosity whereby you see and appreciate the challenges within the subject and begin subsequently locating that new knowledge and curiosity within your identity. E.g. You become someone who reads interesting and difficult books as part of your identity.