Uncork their enthusiasm!
- Springy pavements generating electricity from pedestrians!
- Office blocks retrofitted with living roofs and walls!
- Hydrogen powered buses!
- Free public transport for all!
- Monthly cycle to work and litter picking days!
It’s hard not to be buoyed up about the future when you come across ideas like these. And this effect is heightened by the fact that they came from people who will be responsible for shaping what the future of humankind will look like – our young people.
Fizzing with ideas
I recently marked a Year 8 class set of designs for a sustainable city. They researched their ideas independently, drew up plans in pairs, then justified their plans individually in a ‘books-open’ in-class report. I often marvel at students’ ingenuity and depth of research, and I know it might sound corny, but whilst marking this piece of work, I found myself breaking off every now and again to wistfully consider their enthusiasm – and what happens to it in the remainder of their years of secondary education.
Year 8 sustainable city work – showing enthusiasm and promise!
I was reminded of my childhood, when I had fantastical thoughts about designing buildings and cities, which I expressed in cartoons and occasionally in Lego. You might be thinking ‘No wonder he became a Geography teacher!’ – but looking at the imagination and creativity shown by students year after year, I think that this enthusiasm is common among a very large number of younger students, not all of whom will go on to become geographers, architects or planners.
In primary school and in the early years of secondary school, teachers of all subjects find that most students fizz with ideas and positivity. The almost palpable feeling of energy is part of why a career in education appeals to many people. But teachers will recognise a slide in the levels of enthusiasm of their charges as the secondary school years progress.
The Enthusiasm Transition Model (ETM)
This trend can be illustrated by the rigidly scientifically researched ‘Enthusiasm Transition Model’ (ETM). How many teachers (or parents) recognise the stages shown below?:
The Enthusiasm Transition Model (ETM)
The ETM and the secondary school years
Year 7, and, with a following wind, Year 8 too: Most pupils are keen to take part in discussions and many of them even like to perform tasks like handing out books. Many pupils are even sorely disappointed if they are not chosen!
Year 9: A scattering of pupils volunteer their thoughts, but almost no-one is bothered if they are not chosen. The enthusiasts fight to keep their keenness hidden.
Years 10 and 11: A couple of students half-heartedly volunteer, and there is no need to implement a ‘hands down’ policy in most classes because it’s de facto in operation anyway!
Years 12 and 13: Students have actively chosen your subject, so there is a slight resurgence in classroom engagement, if you are lucky. However, it can be hard to keep students’ attention at such a busy time of their lives.
More Year 8 sustainable city work
Letting the champagne go flat
So what explains this gradual decline in most children’s enthusiasm in their time at secondary school?
Some of it may be lost as pupils are exposed to more of the realities of their personal life – the creeping realisation that they will not always be able to get what they want.
Similarly, as they escape from the protective bubble of their carers, children will see at first hand some of the more challenging aspects of the world: the homeless person they see under the arches at the railway station; the incident of road rage on the way to school; conflicts amongst family members which were kept under control in the pupils’ early childhood.
Some enthusiasm may be displaced by the increasing responsibilities of youth and adulthood – when you have momentous decisions to make about future careers, relationships, driving, and so on, there is not enough time to dwell on ideas, let alone ideals.
Some of it is swallowed up internally as young people succumb to peer pressure. The pressure to ‘fit in’ with the norms of their chosen group(s) is often overwhelming. This impetus to impress their friends over their parents and teachers is reinforced by subtle glances and under-the-breath comments in classroom discussions whenever someone forgets where they are for a moment and dares to volunteer.
Still more of it will surely be eroded by exposure to the negative tone, not only of the ‘mainstream media’, but also of many of the ‘clickbait’ stories used by some news websites to hook in readers.
But some of it, I argue, is attributable to various aspects of the educational system. Yes, we have come a long way from the days of ruling by fear, the crushing of individuality and corporal punishment which featured in some pupils’ lives in relatively recent decades (although some draconian approaches have made a comeback – see the debate about ‘flattening the grass’ (Smith, 2019)). Nevertheless, students are still held back, in different degrees in different contexts, whether this be by regimentation, institutionalisation, momentum and paucity of imagination in our education system (I write from a UK context), let alone financial threats to the curricular and extra-curricular existence of ‘creative’ subjects and sports.
Before going any further, I realise that a burst of enthusiasm is not going to be an educational panacea: a certain degree of structure is required to allow our current education system to work. I also realise that some readers will question the need to (re)enthuse our youth – there are benefits for young people and their educators from the former being calmed and directed at times!
Furthermore, as Adam Smith wrote in The Wealth of Nations, enthusiasm in the absence of facts and carefully considered analysis can be deleterious to the advancement of the populace, particularly in terms of politics and the economy: he believed that educated people are “less liable… to the delusions of enthusiasm and superstition”. To put my head above the parapet, I can see some validity in this point of view in the context of the Brexit debate. Finally, as I write elsewhere, and inspired by Hans Rosling et al (2018), a fact-based worldview is essential for us to make the right decisions for the future of humankind and our planet.
But all this notwithstanding, I don’t think that more engagement and ‘buzz’ will lead our students astray – rather, it should re-energise them with education and the wider world.
More Year 8 work: How can you continue to generate this kind of outcome from your students in the secondary school years?
Uncorking students’ enthusiasm!
In my customary search for a solution, I hereby volunteer some thoughts for how educators could try to keep young people keener for longer:
- The only time that pupils may go outside in the school day might be during lunch or breaktime. This runs counter to the needs of childhood development. Why not embrace the outdoors? You can read some of my musings on this subject here, but the YHA has launched a powerful video on ‘the adventure effect’ (https://groups.yha.org.uk/adventure-effect) which draws upon research showing that the outdoors is not only beneficial to young peoples’ physical health, but also their mental well-being too
- Think how you could give opportunities to young people to express their enthusiasm outside of lessons, perhaps by holding lunchtime clubs, or competitions. To this end you could keep an eye on your subject association, many of which will run several such competitions a year – see, for example, the Geographical Association’s World Wise Quizzes: https://www.geography.org.uk/Get-Involved-1/Student-activities/WorldWise-local-quiz
- Reward ‘below the radar’ enthusiasm – such as students writing in extra depth in certain homework tasks – by writing positive comments (and giving commendations/merits) to demonstrate that you recognise and celebrate initiative and keenness
- Be a role model in the classroom – show the class that you care about the subject and your enthusiasm might become infectious. Fair enough, this is tough to achieve, and I am acutely aware that my enthusiasm can come across as being too eager to please, but combined with humour and perhaps a touch of self-deprecation, this approach can work
- School and year-group assemblies can play an important role in celebrating achievements and inspiring students to follow their dreams and interests
- School or personal subscriptions to news outlets dedicated to young people can help to redress the negativity of adult-orientated media. Examples of these outlets include The Day (which my school subscribes to and which every form tutor receives by email every morning) and children’s weekly newspapers such as First News
- Finally, in terms of day-to-day and week-to-week pedagogy, consider the tasks that you set pupils – do they allow students a free enough rein to follow their interests within the task? For instance, could you give…
- a choice of case studies (offer the choices then see how enthusiastic the students are when they are told it is first come, first served!)?
- a choice of websites for research?
- a choice of websites, articles, or TED talks for students to consume and feedback on (I tried the TED talk choice for a recent A Level theme of gender equality in education)?
- a choice of presentation medium and/or group size? For example, in one task we allowed students to either plan and deliver a form assembly as a group, create a website and social media campaign as a pair, or to write to their MP individually
- more time during which pupils could generate ideas (‘ideation’). Ewan McIntosh introduced delegates to methods to facilitate this at the 2016 Practical Pedagogies Conference – these include using randomiser websites such as http://www.randomideagenerator.com/ to mix up unlikely concepts and end users. I have used these techniques to try to break deadlocks when students struggle to think of ideas for projects such as EPQs. More ideation techniques are available here: https://www.interaction-design.org/literature/article/introduction-to-the-essential-ideation-techniques-which-are-the-heart-of-design-thinking
As always, I welcome your feedback. Don’t be afraid of curbing my enthusiasm!
Hazell, W. (2019) Teaching at ’flattening the grass’ school ‘felt like being a prison warden’ – TES, 14 February 2019 (accessed 24 February 2019): https://www.tes.com/news/teaching-flattening-grass-school-felt-being-prison-warden
Rosling, H, Rosling, O and Rosling-Ronnlund, A (2018) Factfulness (Sceptre)
Smith, A. (1789) An Inquiry into the Nature and Causes of the Wealth of Nations (5th edn: Methuen and Co, Ltd – as reproduced at https://www.econlib.org/library/Smith/smWN.html),
2 replies on “Shaking it up – enthusiasm and engagement in secondary schools”
You are definitely a role model for enthusiasm. I agree with your point about education having a role. What I see is that we (in HE) treat students as passive receivers of learning. Instead, we need more active learning that demands both the rational and creative sides of our students
Thanks Pete. We are pushing Independent Learning at BGS – with one of the aims being to increase engagement, and therefore encouraging pupils to become more ‘pro-active’ in their learning. If they think it matters, they will learn more effectively.