According to the article 'Magic'
Teachers should always avoid focusing on just one area of knowledge which in most cases is the curriculum that they are expected to teach. The article maintains that there is a need to focus on the students who make up our classes as well as those who ensure that the classroom environment is fostering student-centered learning. It is always advisable for teachers to remain open-minded when it comes to learning and to be willing to continue learning for the rest of their lives (Mamchur, 1990). The article has indicated that teachers should take every available opportunity to teach whether in the classroom or outside. Moreover, teachers must make use of real-world situations to engage and motivate their students. For instance, when Eileen was busy ensuring that she got the right change, the teacher quickly realized that they were doing the organic teaching.
Mamchur also indicates
Teachers should ensure that students are enjoying their classroom experience through creating a good rapport with students. It is also the role of the teacher to be passionate and enthusiastic about their subjects. This is important as it ensures that students realize the value and importance of doing what they love. Lastly, the article has made it clear that learning should always occur through exploration and experience.
Eileen's learning
Student input: since the class was mainly concerned with life skills, we can easily assume that Eileen joined the classroom looking for instructions in this type of education. The article has however clearly indicated how Eileen was encouraging other students as well as how she was always willing to help them, "Eileen was never deterred from helping a shaky friend thread a needle" (Mamchur, 1990). It can, therefore, be concluded that Eileen came into the situation willing to learn and to interact with others.
Environment
To understand life skill lessons in this class both the teacher and Eileen completed different activities together. Eileen considered herself to be in the same level with her teacher. She never considered herself to do what she was told to do just for the sake of doing it, but was instead doing things with her teacher as a team because they were the things that everyone wanted to engage in. For instance, when making and selling popcorn balls, Eileen and other students were able to learn different life skills, but it was likely something the students chose to engage in as it seemed fun to them (Mamchur, 1990).
Outcome:
The primary outcome of the learning environment was that Eileen seemed to become a leader in the class. This is mainly because she was considered by the teacher to be a team member where they both worked together to show other students what was to be done in every lesson. This gave Eileen a sense of accomplishment, importance as well as pride. Having been provided with an opportunity to learn life skills within an environment where fun and interest were being promoted, Eileen learned far more than would be the case had she been learning sitting in a classroom being lectured or reading a book. Research has even indicated that students who enjoy the work they are doing are always more likely to engage in the work and desire to continue the learning process.
References
Mamchur, C. (1990). But... the curriculum. The Phi Delta Kappan, 71(8), 634-637.
