We start every happiness class with music.

As many of you know, the class generated a pretty cool song playlist. Typically, I select a song from the playlist, download it into my powerpoint, and start the music at 12:55pm. I say typically in that optimistic—see the glass half-full—sort of way, because, in reality, sometimes I struggle to get the music video to play, other times I start it a bit late (and begin to hear my Zooming students query, “What’s happening? Where’s the music?”), and still other times I go rogue and pick an off-list song that I happen to think fits the topic perfectly.

Last week, before we explored spirituality and forgiveness, I couldn’t resist playing “Heart of the Matter” by Don Henley . . . and now I can’t stop the tune and lyrics in my head . . . “Forgiveness, forgiveness, even if, even if, you don’t love me anymore.” For your immediate listening pleasure, here’s the Henley music link:  https://www.youtube.com/watch?v=Rxni_Icyjj8&list=RDRxni_Icyjj8&start_radio=1&t=213

Usually I consider it best practice to keep my camera and microphone off during the opening music. You can imagine why. Holding on to the small shreds of respect that I’ve not yet squandered seems like good judgment, because if I let go, things might look like this: https://www.youtube.com/watch?v=W0Nju66rif4&feature=youtu.be

After the opening music I burst into the Zoom scene with energetic and pithy commentary designed to get everyone focused in on our topic of the day. Then, after a few orienting announcements, I send students into Zoom break-out rooms where they ask and answer the questions: “What do you remember from our last class” and “What about our last class seemed important to you and your life?”

My sense—based on our immediate debriefing after the break-out rooms—is that some students are finding joy in their five-minute one-on-one Q & A time. However, recently I heard from a few students that they particularly dislike the Zoom break-out experience. This leads me to a conundrum (why are there so many conundrums?). Should I continue with the opening class break-out rooms, or should I find another pedagogical strategy? Please enlighten me on whether you think I should continue with the break-out rooms or find a suitable alternative.

Following the break-out rooms and debriefing, I (sometimes accompanied by Rita), launch into lecture content. We talked about spirituality for three class meetings, and have also hit gratitude, kindness, cognitive methods for dealing with pesky negative thoughts, and much more. In order to not completely bore anyone, I shift in and out of the powerpoint slides, inserting side commentaries, forcing students to imagine their part of research studies, and facilitating experiential activities. My favorite two activities (so far) were having students engage in an on-camera Gestalt two-chair with themselves (the visuals were hilarious) . . . and having everyone shout out the word “fail” over and over again for 60 seconds. The “fail” activity is based on research on deconstructing particular words so they lose their power over us, and begin just sounding like funny sounds. The best part of that activity was having students report back that when they yelled “fail” repeatedly into their computers, their roommates thought they were having serious existential meltdowns.

Class usually closes with a large group discussion, during which I’m humbled by the depth and breadth of student commentary. On occasion, I’ve pushed quieter students to comment, and in every case, they’ve delivered. I’d share some examples, but the student comments are theirs to share. Let me just say, on their behalf, it’s good to listen to students.

Class ends with a flurry of good-byes, as well as expressions of gratitude and affection.

Although I’m not completely certain students are feeling the joy, I can say with confidence that I am. I’m loving the experience and deeply appreciating how often my students are making the Zoom version of happiness class . . . magical.