One, Two Three...It’s Magic

BY MARY L. CRABTREE, Ph.D.

When you are standing in front of a classroom of 7th graders, (or a room full of teachers, really it’s not much different), and they are looking at you with expectant eyes, for something that will make them WANT to be there in that classroom or meeting, it’s up to you to work your magic. Most teachers and principals know that there really is no magic to the work that we do, but every once in a while it seems like magic up and walked into the room! And how does that happen? Was there a wand waving, a black hat, or some hocus pocus going on? Teachers who can reach students are often thought of as magical, but those of us who practice teaching, whether as a teacher or principal, know that a lot of hard work, research, and planning are what goes into making magic for our students.

For me, the “magic” is really about three things, and it starts with what I consider to be the most important: knowing my students. Each year I think about the standards I must teach, the outcomes that I want for my students, and the requirements they must reach. I imagine the things that might get them there, and I begin to think of materials that might be used in that journey.

Of course, all of that is just a list of possibilities until I get to know them. Magic, or at least the kind created in the classroom, happens when the lessons are in tune with the learners. What this means is that the fiction we read, the non-fiction we study, and the writing we do, has to capitalize on those things the students are interested in, because if I do not know them well enough to capture their

interest in the content, I will never be able to teach them the skills.

I think the same is true for school leaders. If you know your staff and you understand how to relate to them, then you can plan staff meetings, individual conferences, and fun outings that help your staff learn and grow together.

The second thing that creates magic is unbridled enthusiasm. I know this sounds a little cliché, but the truth is, if I don’t “bring it” every day in my classroom, how can I expect my learners to be fully present? Each day, before each lesson, I think about the importance of the work I do and about the need to assure the students are invested in the learning. Then, I launch into the lesson with as much energy and enthusiasm as I can muster, usually beginning with a story, to help connect the learning to the students’ lives. I have found that my students like to hear about my life in small bits, in particular if it involves a bit of folly on my part. They like stories of my own pre-teen mishaps (even if I have to embellish), as well as things I’ve heard on the news, or introducing a lesson in “ASMR,” as a way to peak their interest.

Anything I can do to hook my learners is key to creating the magic for optimal learning. As a principal, your enthusiasm for the work shines through you, and when you walk through your building each day, the staff know you are there, ready to lead. They can see you, believe in what you do, and sense your enthusiasm for the work. They support you, because they know you want to be there.

“...a lot of hard work, research, and planning are what goes into making magic for our students.”

Finally, the magic comes from a HUGE knowledge pool. By this I mean a continued desire to research new ideas and techniques, to be open to suggestions, and to grow continually as a teacher. Additionally, I believe it is important to understand that the materials I use one year may not be relevant to my learners the next year, so I must constantly adjust my lesson and planning to meet the interests and needs of the learners.

I know teachers who use the same lesson plans year after year, doing the same things at the same time, and hoping for better results. I have long abandoned the idea that I will EVER be able to read a novel with my students two years in a row, because each year their interests are so different. Flexibility is a must. Moreover, my students’ needs are highly varied, creating a cornucopia of differentiation that must be addressed. Given this, it is imperative that I also continually read about brain research, learning styles, and motivational methods, in order to target the best whole group, small group, and individual instruction that will meet all their needs.

Then there is collaboration with colleagues. Over the years, I have learned some of the most important things from colleagues, those who have taught many years and those who are new to the field. Different perspectives add richness and depth to my teaching knowledge, so that I don’t have to experience everything in order to “know” more. Principals, just like teachers, can benefit from a large knowledge pool. Keeping current on research about teaching and learning allows administrators the opportunity to share that research with staff who might benefit from that knowledge or staff who would appreciate knowing they are on the right path. The job of a principal can also be lonely, so building a group of supportive colleagues who will offer suggestions, advice, and be there to listen is equally important.

Making magic in the classroom, or in a school, really is not a miracle. It is the result of many things coming together to create the optimal learning environment. When teachers focus on knowing their students, enthusiasm for what they do, and building a knowledge pool, they can create a magical space in which their students learn. Principals are truly just the “teachers of teachers” and can use those same three techniques to create a whole school learning environment for teachers, where positivity, collegiality, and the desire to learn lead the way.

Dr. Mary Crabtree is a teacher of 7th grade Language Arts. She has a Ph.D. from Concordia University of Chicago, and lives in Wooster, Ohio with her family. Mary loves teaching, and in her free time loves to read, bake, and garden.