I quite like maths. I recognise the necessity of money. And I get a kick out of learning new things. You might think these elements would combine to make me pretty good at learning about finance.

You would be wrong. I have tried so many times to be a proper adult and deal with the financial segments of my life, but I just can’t do it. My mind drifts, efforts to keep me on task fail, the words become a murky pool of miscomprehension.

Some may argue that a teacher well versed in direct instruction would be crucial here: they would, through carefully chosen examples and non-examples, enthuse me through the learning process, meaning my lack of engagement with the topic itself would be inconsequential. The process of imbibing knowledge would be joyful enough to motivate me.

Others may argue that, the key to engaging me would be to make content fun or relevant: enthusing me about mortgages through mime or asking me to set up a small business and dealing with the real-world financial undulations of the market during a pandemic.

Alas, neither would work. You could draw financial facts in Nutella on a hot crumpet and I would still drift off at the first percentage sign. As for the joy of learning, the fact it is financial information entering the brain would quickly dampen any sense of achievement.

It’s important, I think, to acknowledge that this is OK.

The truth is that certain topics will fall flat for an individual no matter what approach a teacher takes. When we recognise this, it facilitates a more sensible discussion about engagement because it shifts us away from the damaging notion that anything can be engaging if delivered in the ‘right’ way.

As our cover feature this week points out, a right way for every child does not exist. Yes, the act of learning can be motivational; sometimes it isn’t. Yes, fun can work; sometimes it doesn’t. Yes flashy IT tools can be useful; sometimes not.

The reality is that even in a perfect learning environment of infinite time, you would still not be guaranteed the attention of every child. Even if you had 30 different lessons, some children would simply not want to engage for a broad mix of reasons.

Teachers know this, so they compromise. For some, that means focusing on making learning successful to drive motivation. For others, it is about trying to sneak the learning through via something the majority of the pupils do want to consume, like coating broccoli in ketchup (high five to all the parents out there). The majority of teachers do a bit of both.

And that mix of styles is an under-represented part of the debate: teachers need to be engaged, too. Dictating a methodology that does not bring a teacher joy will result in less effective teaching; dictating a single approach to a teacher who enjoys a mix of approaches won’t result in effective teaching, either. In order to build relationships, to be happy in their work, to engage with it - teachers need to enjoy what they do.

So the social media spats that centre on engagement should be a worry. Those at the extremes of the engagement spectrum throw bile at each other, claiming the other has destroyed children’s lives forever. Such actions result in fearful, unhappy teachers as it takes away free choice.

Another worry is that poorly delivered mentoring does the same, that as things like the Early Careers Framework get going, dictation of teaching style and prescriptive approaches may become more common.

Of course, we should always strive for choices to be informed, but that can’t just be about research into learning. Joy - for the teacher and the pupil - has to be a big factor in any decisions made, too. Joy, I am sure all teachers would agree, is what keeps them in the classroom, after all.

@jon_severs

This article originally appeared in the XX Month 2021 issue under the headline “Fun! Facts! Fireworks! Now I’ve got your attention, read this…”