In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in high-need urban schools. Olitsky (2021) utilizes Interaction Ritual Theory as a lens to examine a seldom viewed and even intimate aspect of teacher’s worlds, namely teachers’ self-talk. In this forum article I embrace the invitation extended by Olitsky, through an exploration of the interaction rituals that took place among students and a teacher working with digital microscopes in an early childhood classroom. I draw upon the theoretical lens of communitas to illuminate the power of collective joy that formed. Specifically, I will share two vignettes from a multilingual early childhood classroom to illustrate how teacher-guided and student-guided spaces afforded interactions that lead to the development of collective joy. I show how collective work with the microscopes allowed for joy and surprise to occur within a classroom of plurilingual students who are participating in their first schooled experiences of science. I conclude with a discussion of the power of student-driven instructional spaces as places for students working to learn science, and the language of instruction, to collectively experience joy as they explore.

在她的原创文章《在高需求城市学校实施教学改革的科学和数学教师的身份、代理和内部对话》中，Stacy Olitsky (2021) 带我们探索了两位在职教师所发挥的身份发展和代理。在高需求城市学校实施科学教学改革。Olitsky (2021) 利用互动仪式理论作为镜头来审视教师世界中一个很少被观察甚至是亲密的方面，即教师的自我对话。在这篇论坛文章中，我接受了 Olitsky 发出的邀请，通过探索在幼儿教室中使用数码显微镜的学生和老师之间发生的互动仪式。我利用社区的理论视角照亮形成的集体欢乐的力量。具体来说，我将分享来自多语种幼儿课堂的两个小插曲，以说明教师引导和学生引导的空间如何提供互动，从而促进集体欢乐的发展。我展示了使用显微镜的集体工作如何让在参与他们第一次接受科学教育的多语种学生的课堂上发生快乐和惊喜。最后，我讨论了学生驱动的教学空间作为学生学习科学和教学语言的场所的力量，在他们探索时集体体验快乐。