Came across this very interesting TED talk about :
"Teaching Teachers How to Create Magic"
http://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_create_magic
It addresses the fundamental view that the "magic" of engaging students, of firing their imagination and of inspiring students to learn - cannot be taught. Or learnt.
Yes - it can. But we are probably not looking in the right place.
Look for the lessons on creating magic where the magic is happening. Get your teachers to attend events where your students are , in fact, really engaged.
Music concerts - watch how the successful singer engages with the audience.
Sports training - watch how the successful coach gets the kids to give it all they've got
Religious sermons - watch how the successful priest modulates the voice, manages eye contact and gets people engaged.
And let your teachers take notes. And then apply to the classroom.
In the EduSports experience of "creating the magic" of sports- over the last 5 years - with 2,50,000 school kids across 380 schools and multiple cultural, linguistic and religious contexts, we've had a few specific learnings around what it means to "teach teachers to create the magic" - and we've tried to teach nearly 500 of them:
1. Intent matters more than expertise. The background, the degree, the number of years of experience very often do not matter. The folks who are most successful in creating the magic on the ground with children are the ones who really care about creating the magic. They pay attention to the child who is struggling as also to the child who is excelling. They ensure the mood is positive but ensure learning happens. Find a way to hire for intent. Not expertise.
2. Structure helps. The best of magicians need a structure to ensure the magic is created consistently. Checklists, review sheets, feedback forms, audits, list of things to do etc - are like the large hat that magicians should have with them - if they are to pull a rabbit out of it. Else the magic cannot happen.
3. Aim for stamina. Not peak performance. Peak performance is good for a one-off event. Not for an ongoing intervention. For making a lasting impact - or for creating ongoing magic, the tools & structure should enable a consistent but long-term performance as against a peak performance but for a short duration. This also involves setting the expectations of the stakeholders accordingly.
And last but definitely not the least:
4. Learning is the objective. Not the magic. The final goal is not to display magic - but to achieve learning outcomes. Children should learn what they are supposed to learn - and not get thrilled by impressive displays.
If magic happens, they will learn.
Also, if children are learning & are engaged, the magic is happening.
It just might not be in the form you expected it to be.
"Teaching Teachers How to Create Magic"
http://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_create_magic
It addresses the fundamental view that the "magic" of engaging students, of firing their imagination and of inspiring students to learn - cannot be taught. Or learnt.
Yes - it can. But we are probably not looking in the right place.
Look for the lessons on creating magic where the magic is happening. Get your teachers to attend events where your students are , in fact, really engaged.
Music concerts - watch how the successful singer engages with the audience.
Sports training - watch how the successful coach gets the kids to give it all they've got
Religious sermons - watch how the successful priest modulates the voice, manages eye contact and gets people engaged.
And let your teachers take notes. And then apply to the classroom.
In the EduSports experience of "creating the magic" of sports- over the last 5 years - with 2,50,000 school kids across 380 schools and multiple cultural, linguistic and religious contexts, we've had a few specific learnings around what it means to "teach teachers to create the magic" - and we've tried to teach nearly 500 of them:
1. Intent matters more than expertise. The background, the degree, the number of years of experience very often do not matter. The folks who are most successful in creating the magic on the ground with children are the ones who really care about creating the magic. They pay attention to the child who is struggling as also to the child who is excelling. They ensure the mood is positive but ensure learning happens. Find a way to hire for intent. Not expertise.
2. Structure helps. The best of magicians need a structure to ensure the magic is created consistently. Checklists, review sheets, feedback forms, audits, list of things to do etc - are like the large hat that magicians should have with them - if they are to pull a rabbit out of it. Else the magic cannot happen.
3. Aim for stamina. Not peak performance. Peak performance is good for a one-off event. Not for an ongoing intervention. For making a lasting impact - or for creating ongoing magic, the tools & structure should enable a consistent but long-term performance as against a peak performance but for a short duration. This also involves setting the expectations of the stakeholders accordingly.
And last but definitely not the least:
4. Learning is the objective. Not the magic. The final goal is not to display magic - but to achieve learning outcomes. Children should learn what they are supposed to learn - and not get thrilled by impressive displays.
If magic happens, they will learn.
Also, if children are learning & are engaged, the magic is happening.
It just might not be in the form you expected it to be.
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