The Power of Spoons: Energising Learning Through Awareness and Balance

Dr Nuur Hassan

One of the most unconsidered aspects of our students is the energy they need to engage in their learning. For optimum learning to occur, our brains need the right amount of energy.

But how do we gauge the energy level of our learners? One way of assessing learner energy is to use the ‘Spoon theory’. The Spoon Theory is a metaphor used to explain the limited energy or capacity that individuals with chronic illness, disabilities, or mental health conditions may have compared to others.

Writer Christine Miserandino introduced it to describe her experience with autoimmune lupus.

However, The Spoon theory can be a helpful tool for gauging and managing students’ energy before a class, mainly when working with diverse learners who may have varying levels of physical, emotional, or mental energy (e.g., students with disabilities, chronic conditions, or even general fatigue).

Here are some ways to apply Spoon Theory in the classroom to help you utilise students’ energy effectively for optimal learning:

1. Start with a “Spoon Check-In”:

Begin the class with a brief check-in activity that allows students to reflect on their energy levels. For the exercise to be helpful, you must encourage your students to be honest.

• Example: Use a “spoon scale” from 1 to 10, where students rate how many “spoons” (or units of energy) they feel they have at the beginning of class. For example, ten spoons might mean full energy and readiness, while two spoons could indicate low energy or fatigue.
• Benefit: This helps students self-assess their learning capacity and allows you, the teacher, to gauge the overall energy in the classroom. If many students report low spoons, you may decide to adjust the pace or focus on less demanding lesson for the period.

2. Prioritise Key Learning Tasks:

The central message of the theory is to prioritise energy use; therefore, when choosing essential tasks, teachers can prioritise the most important concepts or activities during low-energy periods.

• Example: If students have fewer spoons, focus on essential content first — those “must-know” topics or skills — so that students’ limited energy is used effectively.
• Benefit: This ensures that students’ limited energy is directed toward high-value learning instead of overwhelming them with too much content.

3. Offer Spoon-Saving Learning Strategies:

Incorporate teaching methods that reduce cognitive overload and energy drain.

• Example: Break large tasks into smaller, manageable parts so students don’t feel overwhelmed, allowing them to use fewer “spoons” on each task. You can also allow students to prioritise one task over another to save spoons.
• Benefit: These strategies save spoons for other tasks and prevent burnout, keeping students engaged throughout the lesson.

4. Incorporate Restorative Breaks:

Plan short breaks or therapeutic activities that give students time to “regain spoons” during class.

• Example: Include a 5-minute mindfulness or relaxation exercise during a lesson to help students reset their energy levels( My students find this unappealing). Alternatively, allow suitable short breaks to refresh students.
• Benefit: Breaks help students regain focus and energy, especially during more prolonged or demanding classes, leading to better retention and engagement.

5. Use the “Spoon Jar” Method for Engagement:

Create a visual “spoon jar” that students can use to monitor their energy usage throughout the class.

• Example: Students could drop tokens (spoons) into a jar to represent how much energy they’ve spent during different activities. This can encourage self-regulation, as students can better manage their engagement based on how many spoons they have left.
• Benefit: Helps students build self-awareness of their energy levels and pacing during learning, preventing fatigue or burnout.

7. Balance Cognitive Load:

Be mindful of alternating between high and low-energy activities during class.

• Example: If an intense lecture or discussion drains many spoons, follow it with a less energy-demanding activity, such as a quiet reading, small-group work, or creative task.
• Benefit: This balance allows students to conserve their energy while staying productive throughout the class.

8. Encourage Reflection and Self-Care:

Teach students to recognise when they are running low on “spoons” and model strategies to conserve energy.

• Example: At the end of class, ask students to reflect on how many spoons they have left and what strategies they used to manage their energy. You could provide tips on restoring energy outside class (e.g., proper rest, hydration, mindfulness).
• Benefit: Promotes self-awareness and the development of self-management skills that students can carry beyond the classroom.

9. Be Flexible with Expectations:

For students with chronic conditions or other energy-related challenges, offer flexibility with deadlines or participation.

• Example: Allow students to submit assignments or engage in activities over a longer timeframe if they have low energy levels, recognising that their capacity may change daily.
• Benefit: Reduces pressure and stress on students who may struggle to meet standard expectations due to energy limitations, leading to better outcomes.

In summary, using Spoon Theory in your pedagogy can create a more empathetic, flexible, and supportive learning environment where students feel their needs are recognised and respected. This ultimately leads to better engagement, productivity, and learning outcomes.