Source: KQED Mindshift, Apr 2012
… lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”
Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher.