Anticipation

when the wait creates interest and intrigue.

Photo by Levi Meir Clancy on Unsplash

Thoughts and musings

How often, in society, do we have to wait any more? Technology has developed at such a rapid rate, resulting in the experience of anticipation becoming a rarity. I have been reflecting on this idea recently, and a conversation at the Summit Learning Trust #WhatMatters Conference last week cemented the fact that there’s a glimmer in this!

This particular teacher and I were reminiscing about the book fair when we were ourselves at school. It unlocked a core, yet forgotten, memory for me. I absolutely have fond memories of book fairs visiting (often during parents’ evenings) but I had forgotten the catalogues! The pages and pages full of tantalising texts which I would rush home to show my mum, having already circled my wish lists. Then came the negotiation - what could my pocket money afford? If I saved up over X amount of weeks could I possibly purchase the next in the series of The Babysitters Club?

Then, came the wait. The order form was posted off, the books would be delivered to school weeks later, bundled together with an elastic band. The teacher holding up a book at a time, “Who ordered Goosebumps?” We likened this to the Argos catalogue at Christmas. In my family, myself and my sister and two cousins were each assigned a specific colour of pen to circle the items which would so appreciate our Grandma asking Santa to arrange for us. If, of course, we were good! This experienced was framed within the time of Christmas celebrations starting well into December. By the time the ‘big day’ arrived, our anticipation was high (rather than what I feel can be a desensitization when decorations and lights go up on November 1st).

The world our young people are now growing up in is fast-paced. Waiting is often a thing of the past. Next day delivery of items, short-form content on social media platforms, pretty much any TV show or film available at their finger tips. Yet I have seen first hand how anticipation piques intrigue and interest. I am sure you have too. How can we foster this within our curriculum and the learning experiences which happen around it? How can the wait become something to look forward to?

Ideas and practical suggestions

So, what can we consider when thinking of ways to increase anticipation within the school day - and beyond? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as intentional ideas to lengthen the wait whilst keeping the interest!

1. Why is it worth the wait?

Kids are savvy. This is a great thing. They often know their own minds, yet there is certainly space to help them discover a whole lot more. If a wait is curated for something which isn’t resonating, doesn’t pique an interest, then it is redundant. So much of the success of building apprehension comes from knowing your pupils.

• So, what might be worth the wait?

  • A special event. This doesn’t need to be something that breaks the bank. Many teachers (myself included) have seen the success of a class reward system. Perhaps filling a jar with marbles. Something with a visual clue. The important part here? Involve the children in how they would like to celebrate. I have seen pizza parties, movie afternoons, year group games of rounders. Opportunities are open to creativity and being shaped to your pupils’ interests. A reward to be anticipated when the class are only 20, 10, 5 marbles away! Equally, if it is possible to arrange for visitors (specialists in their field) to come and work with your pupils at the end of a project. Poets, authors, athletes, scientists, members of the local community with an interesting history or talent. The curriculum comes alive, references are regularly made to the date of arrival of this carefully selected visitor. A point in time to ask more questions, showcase what has been learnt.

  • The seemingly mundane. A few months ago I visited a primary school. As the Headteacher walked me across the hall, I noticed a buzz of excitement in the corner. When I looked again, I saw that the children were gathered around a piano. The Head explained that it had been donated to the school and the children were going wild for it. They were choosing the opportunity to have a play on the piano over any other free-time choice. Ipads were being snubbed, extra playtime sniffed at. The piano was the star of the show. This of course got me thinking. Devices and offerings of immediate gratification really do only go so far for some of our young people. Finding those items or processes which can create intrigue, which may seem almost archaic to children, there’s such power in this.

  • Feeling successful. There is a need to be mindful in this consideration. Sticking at learning something which takes time is a skill which has diminished in many young people within the current climate. Getting stuck can often be ‘over-ridden’ in the ways in which they spend their free time. Not enjoying a book after a few pages? Open another in your digital library. Is this film not capturing your attention after a few minutes watching it? Swipe through the list to find another. Trapped on the level of your computer game? Find a way to ‘cheat the system’ to get through. These options didn’t exist in the not-so-distance past. The videos were from Blockbuster (and they were pricey). The books were on your shelves and you had to hope that your friends knew the ways to hack the levels on your games - and you might not see them for another week! Yet, when perseverance is exercised, when a physical book is read and the completion of it is demonstrated in the final turn of the page. Where the piano can be played but learning to play a song will possibly take a good few goes with someone to show you how to do it. Success can be felt here.

2. Who creates the interest?

Not just the teacher - although they of course play a pivotal role. Collective interest is powerful. Investment from pupils’ peers, their families and carers, the wider school community. This is where the buzz is generated. I am writing this glimmer the morning after England played Mexico in this year’s World Cup. The match ended up kicking off at 2am GMT. A game played at such an early hour of the morning, I initially thought that most would catch up the next day. Yet, this didn’t seem to be the case. Voices on social media were encouraging others to ‘get behind the lads’. The government gave pubs the green light to open their doors and show the match live. The interest of the nation rose, and although I didn’t stay up to watch, the first thing I did this morning was check the score and watch the highlights.

• So, who needs to be on-board with this intentional pause?

  • Absolutely the pupils themselves. They have a huge influence on each other. The perfect example of this is in a specifically chosen book which a teacher attending one of the OU/UKLA Teachers’ Reading Groups recently shared. Her class would often see her reading in class and she would encourage conversation with the children about how she was finding each book she read. She was actively, and authentically, generating interest. When she finished, she asked if anyone would like to read it next. Pretty much every child’s hand shot up. As a result of this, what did she have to create? A waiting list. The children could see who was next on the list, and who had the book currently. Keen to develop this idea further, the teacher created her own bookshelf, inviting the children to borrow ‘her’ books. Each had a waiting list. Each book was eagerly anticipated.

  • Parents and carers. Keeping families updated with plans within the curriculum is incredibly beneficial. Some schools may use newsletters, others interactive platforms. I have written before about my ideas for increasing attendance.¹ The anticipation as a result of carefully curated hook, the gasp as you leave the book on a cliff hanger. Being deliberately vague but dropping in a few words, choice hints relating to what you will be doing Monday morning, “I hope the weather stays dry…”. Then - share this. Don’t depend on the children to always take these messages home. If families know what’s coming up they can continue to generate curiosity and interest with their children at home. A perfect example of this was a school I heard about recently who had an impromptu water fight during the heat wave. Hints have already been made that this may happen again if temperatures hit the heady heights this week. What fun!

As always, I would love to hear your thoughts on increasing anticipation in your schools and classrooms. What have you tried before which has worked a treat? Are there any ideas which I have shared today that have sparked a glimmer of interest?

Do let me know in the comments below. And, if you were at school in the 90s like me, here is a brill Goodreads list which I spent a nostalgic moment with thinking back to those book catalogues. The titles on here really transported me back!

1. Attendance