Back in the day illusionists would use smoke and mirrors to give the illusion of something extraordinary happening, such as conjuring up an entity from the spiritual world. The use of smoke and mirrors would ultimately blind the audience from what the illusionist was actually doing. It was a tool that distracted the audience, without of the audience even being aware that they were being played like chumps.
I’m not sure about you, but there have been a plethora of technical tools, ideas for making virtual learning more engaging, and articles about the latest and greatest “fill in the blank”. It’s quite frankly overwhelming to me. I think it’s so awesome that there are so many apps, extensions, and websites that are free and easy to use that can enhance a lesson or demonstration. Still, it’s pretty overwhelming.
And if you are feeling overwhelmed by all of the tech tools that your district/school leaders are throwing your way, stay off of social media. Holy cow. I saw some stuff a teacher was doing the other day on Twitter that was really impressive. It also crippled my spirit a little.
“Ah, hell. I don’t have that tool mastered yet. Am I really doing enough?” (Be careful of comparison. Everyone is learning at a different rate. Give yourself some grace.)
With all these tools, I found myself asking, is this just smoke and mirrors? Is it just a distraction from what really makes the teaching effective?
Close to beginning of the year I was making a recorded lesson for my kids. I spent a couple of hours editing the video, recording voice overs, and adding music, just trying to make a quality video that my kids would love and be inspired by. It was okay. I mean, I’m no professional video editor, but it was pretty good.
I sent to my teacher/scientist friend,
Becky Schnekser, asking for feedback. I got some feedback about the technical side of things (sound quality, best way to hold your phone when filming, etc.). I also got back some advice that was timely.
This advice was like a fan blowing the smoke away. Her advice picked up a hammer and smashed the mirrors. I saw the real act. The “trick” if you will.
Paraphrasing a bit:
“You told the kids what you observed in the photos you shared. Did you ask them what they observed?”
There it was! I saw the trick! But wait. Was that it? A simple question like, “Kids, what do you observe?” is all it takes to make magic happen?
Well, yeah.
You see, what really makes a great teacher isn’t necessarily the tools they use. It isn’t the latest and greatest tech that they bring into their classroom. Now, teachers who strategically use technology as a tool to enhance their learning might have a leg up on those who are not using any tech at all, but the tech isn’t the magic trick. That’s just a whiff of smoke, a reflection from the mirror that may be hiding the true act of teaching.
No, teachers aren’t hiding their secrets, especially teachers like Becky Schnekser; she’s not the teacher that hoards ideas. I’ve taught with teachers who act like the Keeper of Knowledge and Wisdom, reluctant to share what they have learned, ultimately scared to see another teacher better their craft because then they become obsolete, when in reality the more we share and collaborate the better we all become. But I can count those teachers on one hand; most of the teachers I have worked with want to collaborate and share their tricks. The problem is that we all have different understandings of what the magic trick is.
Question: What’s the term we use when we amp up our lessons, twice a year, to something we very rarely do because of the pressures of those unfair evaluations?
Answer: (All together now…) THE DOG AND PONY SHOW!
We call it that because it’s an over-done performance designed to sway or convince someone of something.
(Eh-hem, smoke and mirrors.)
We have called that lesson that we put on for our principals twice a year a show. A magic show, if you will, full of tricks designed to prove that we are exceptional teachers. Which you are! Those dog and pony shows are important and needed at school, by the way.
But when people ask for tips and tricks, that’s what they are referring to. The dog and pony show. I argue that they are actual being deceived; that what they see as the show, the trick, is just smoke and mirrors. There is magic actually happening, but it’s not necessarily what they think.
I thought about the magic trick I observed. A simple question. Is this really all there is to it? Obviously, no, but it might be a good start; like a beginners teacher magic set. I started the next day.
Instead of, “Look at this” I asked, “What do you see?”
Yeah. A small, simple, but immediate change that worked! I know that it worked because the work I started receiving from my kids changed.
Enter stage right: Amanda (pseudonym).
Amanda started the year off on the right foot, and she kept putting one foot in front of the other. She was turning work that I assigned, and she turned in it how I asked. Until I started asking things like, “What do you see?” This is where Amanda goes punk rock and decides to do things her way.
I love this part!
It’s now that I take notice that Amanda is turning in video presentations. Nothing new; she’s done this once or twice before. Only now she’s not saying, “This is what I learned today, Mr. C.” No. Every video starts off with a very excited, “Hey everyone! It’s me!” (She’s going to end up being a YouTuber or a T.V. journalist, I swear!)
Amanda was studying roses. Each video (she made four) would for sure show Amanda doing these two things. The first is that after her introduction, she would ask a question or pose a thought. “I was wondering why roses have thorns.” “What animals eat rose bushes?” She’s showing her curiosity, which is where learning starts. This kicked off what she would do or talk about next (usually what she learned, observed, or explored after posing her question). She’s off to a great start so far!
The second thing she did was tell everyone to, “Go check out my other videos! Bye!” She is suddenly very excited to share knowledge and learning. She’s excited because, in my opinion, the learning is being guided by her question. I just showed her how to do that. I didn’t give her the question, just the permission to ask the questions she had!
That’s how real teaching magic works! It’s a small, simple, and immediate action that transforms the lesson into and experience. It’s that small magic trick that opens the door for authentic learning to take place.
All the over-the-top lessons and activities will create space for learning. There is a time and place for them. Honestly, I think they should be done as often as you want or as the learning experience calls for (more often than we realize). But remember that’s not what makes you a great teacher. It’s the small magic tricks.
Talking kindly to your students.
Giving students a choice of how they will turn in work.
Showing up to the sporting event.
Contacting families to report the good, not just the bad.
Asking instead of telling.
Letting kids ask their own questions related to the content being covered.
It’s the small tricks that matter. All that other stuff is just smoke and mirrors.