Magic is a powerful force that has captivated human beings for centuries. It has the ability to transport us to different worlds, make the impossible possible, and break down the barriers of reality. In our everyday lives, we often find ourselves wearing masks, hiding our true selves from the world. But when we engage in magic, we are able to let our guard down and embrace our authentic selves. Magic allows us to tap into our imagination and explore the depths of our creativity. It encourages us to let go of societal expectations and embrace our individuality.
Feeling dry in the creativity department, I browsed through one of my favorite social accounts which features various artworks from different artists. While browsing, thoughts of "How on earth can kids be able to do that?", "This artwork is too beautiful to be recreated by kids" etc. came to mind. Then it suddenly dawned on me that these are the types of thoughts that rob children of the opportunity to display and use their prior knowledge and skills, on how they ought to recreate an artwork.
The difference in how children chose to recreate the artwork could be seen in how some children preferred to use rulers to create the squares, while others thought of just folding the paper into equal parts. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child s confidence and her perception of what made a successful learner.
It encourages us to let go of societal expectations and embrace our individuality. Through the performance of magic tricks or the reading of fantasy literature, we are able to escape the confines of our everyday lives and step into a realm where anything is possible. When we embrace magic, we are able to let go of our fears and inhibitions.
The Magic of Learning
As a parent, I distinctly remember the joy disappear from my child as she struggled with learning sight words in Prep. In her class, the children’s names were hung around the room and their names moved between sight word lists as they progressed. Watching names move across the word lists, she quickly realised that she wasn’t progressing as well as her peers. While I could see the classroom teaching intent was to help children feel success and pride, this strategy knocked my child’s confidence and her perception of what made a ‘successful learner’. With my developmental experience, I also knew that something was contributing to her difficulty. Even though we offered her extra support and care, this particular literacy skill was becoming a struggle. Fortunately, a wonderful teacher took our concerns seriously, noticed our child’s struggle and provided clear and helpful guidance.
There are lots of us who find it challenging to clarify concerns, especially when we have to do this within established organisations. It can be further complicated when it involves our children, their developmental complexity, or when we find it difficult to articulate our concerns.
The challenges of the system
Please know that I share the following thoughts with the caveat that there are wonderful teachers who have the capacity to activate their student’s curiosity, managing the layers of individual student complexity, while seamlessly introducing curriculum and core content to their students.
However, I have often wondered if the ‘magic of learning and teaching’ is sometimes being lost as we shift our attention to outcomes and academic excellence. Or, are we losing sight of academic rigour as we ask schools to manage student’s emotional well-being along with the many other roles they play? These are serious questions with no clear answers.
We know that the complexity in curriculum delivery does put pressure on the ‘process’ aspects of learning and on student’s emotional well-being. I imagine that it must be difficult to engage student’s curiosity and the metacognitive processes of their thinking; help them to develop skills to manage social-emotional challenges; or foster their critical analysis and reflection; as you deliver dense curriculum content. This is complicated by the number of students with learning differences, developmental challenges, and emotional struggles.
Achievement is also multifaceted. For some students, achievement is functionally linked to managing the sensory challenging classroom environment, being able to get to the school gate or managing the anxiety created by their learning and social challenges. For others, it may be about their progress in grades to show their persistence in a subject area.
I think we all know that it can be easy to lose perspective about what matters to students amongst these system challenges. Interestingly, when students feel safe and nurtured, like they belong, they demonstrate greater capacity to learn. More importantly, when teachers notice small things about their preferences in learning, it matters.
How do we listen to students?
There is magic that is offered in childhood when we stop, slow down and notice children’s engagement in play and learning.
Recently, I had a conversation with a very experienced teacher about how best to support a young child in their class. As we spoke, I felt that at some level there was a hesitancy to explore this child’s experience of learning. It felt like there was fear of blame in what was already a tenuous situation. As I spoke with the teacher, I felt a need to say:
“Yes, in time this child will learn new ways to manage their feelings. And, he and you are working really hard. You are helping to think about his experience, even when things appear to be falling apart. You are using yourself to show him how much he matters in this classroom. Let’s think about some simple and easy things we can do to help make this easier for you both.”
In this moment, as we gave voice to this child and his teacher’s experience, it felt like there was a chance to create hope for him, and about him with his teacher. When we notice and wonder about what drives a student’s experience, we can learn so much about them as individuals. In a technical therapeutic sense, noticing involves paying attention to what might be unsaid. A student who calls out and distracts the class might be saying:
“I’m struggling with understanding this, so I will hide my shame by calling out.”
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” -Alexander Den Heijer
As parents and teachers, we can speak for children, and must do so with grace, kindness and compassion. It may mean that we advocate for minor changes at the classroom level. Sometimes, it may also mean letting go of our expectations and re-defining how we see excellence and success. As we do this, we also need to acknowledge the efforts of wonderful educators who do slow things down and notice potential in students.
When things do go wrong, as can happen, adults need to have difficult conversations to address concerns, hurt and disappointment, and then find a way to trust that things will settle. This is hard work for any adult, especially with our own histories and experiences of learning and in life. From the perspective of our child, it can help to see adults safely repairing relationships. It also helps children to see adults, who in spite of their differences, are thoughtful about them and hear their needs, even when they lack the capacity to implement effective changes in the classroom.
Final thoughts for parents
I know how difficult it can be to advocate for your child in a complex system that is not easily understood. I would encourage you to share your knowledge of your child with grace, to share the unsaid struggle when they cannot do so, and to listen and clarify information shared by educators with kindness. Perhaps, if we work together in this, we can create that magic and joy that learning brings for children again.
About Catherine
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
Catherine Daly is an Occupational Therapist and Psychotherapist working with children and families struggling with emotional, behavioural, developmental and mental health difficulties.
In the realm of magic, there is no judgment or criticism. We are free to express ourselves fully and without reservation. This freedom allows us to discover parts of ourselves that may have been hidden or suppressed. It brings out our inner childlike wonder and curiosity, reminding us of the limitless possibilities that exist in the world. Magic also teaches us important life lessons about taking risks and embracing failure. In the pursuit of mastering a magic trick or creating a magical experience, we are often faced with challenges and setbacks. Yet, these obstacles provide us with invaluable opportunities for growth and learning. Magic teaches us resilience and perseverance, reminding us that it is through failure that we are able to achieve greatness. In a world that can sometimes feel cold and disenchanted, magic allows us to reignite our sense of wonder and awe. It prompts us to question the world around us and seek beauty in the seemingly mundane. By letting our guard down and embracing magic, we are able to cultivate a sense of childlike curiosity and appreciation for the mysteries that surround us. So let your guard down and embrace the magic in your life. Whether it be through performing tricks, reading fantasy novels, or simply allowing yourself to be in awe of the world around you, magic has the power to transform your life. It allows you to let go of your inhibitions, discover your true self, and find solace and joy in the mysterious and enchanting. Embrace the magic, and watch as it unfolds a world of endless possibilities..
Reviews for "Breaking Free: Letting Your Guard Down and Overcoming Limiting Beliefs"
1. Sarah - 2 stars - I really wanted to like "Magic Let Your Guard Down" but I found it incredibly boring. The characters were one-dimensional and the plot was predictable. The writing style was also a bit confusing, with unnecessary descriptions and overuse of metaphors that didn't add anything to the story. Overall, I was disappointed and wouldn't recommend this book.
2. Mark - 1 star - I'm sorry, but "Magic Let Your Guard Down" was a complete waste of time. The story had so much potential but it fell flat. The pacing was slow and the dialogue felt forced and unnatural. The romantic subplot was particularly cringe-worthy, with shallow development and zero chemistry between the characters. I struggled to finish reading this book and was left feeling unsatisfied.
3. Jennifer - 2 stars - I had high hopes for "Magic Let Your Guard Down" but it didn't live up to them. The writing was mediocre and the characters lacked depth and complexity. The magical elements of the story were also poorly explained, leaving me confused and disconnected from the world the author was trying to create. The ending was rushed and unsatisfying, leaving many loose ends. I wouldn't recommend this book to anyone looking for a captivating and well-crafted fantasy novel.