(I like exclamation marks. Can you tell?)
I have found that I quite like this gentleman, Marvin Bartel, Ed. D. I intend to be an Art/English teacher in the future, and he has some very interesting ideas on creative teaching. His writing on the subject is prolific, but one thing of his that I thought was really instructive was his list of Ten Classroom Creativity Killers. In the article he expands on each one and tells how to NOT kill creativity in the classroom. I would encourage all of you to read it, because his ideas are excellent, but for those without the time or inclination, here is the basic list:
I kill creativity in the classroom when…
1. I encourage renting (borrowing) instead of owning ideas.
2. I assign grades without providing informative feedback.
3. I see a lot of cliché symbols instead of original or observed representation of experience.
4. I demonstrate instead of having students practice.
5. I show an example instead of defining a problem.
6. I praise neatness and conformity more than expressive original work.
7. I give freedom without focus.
8. I make suggestions instead of asking open questions.
9. I give an answer instead of teaching problem solving experimentation methods.
10. I allow students to copy other artists rather than learning to read their minds.
Reading through this list, I have to say that I’ve experience all of these problems with my teachers at one time or another – and heck, I’ve probably been guilty of a few of them, even with the limited amount of teaching I’ve done. Probably numbers 4, 5, 6, and 10 are the areas in which I can most improve.
4. I am training to teach in the subjects I love, which is wonderful and fantastic. The only problem with it is that when I love something, I want to do it. I like demonstrating. Oh, I hate watching demonstrations – but that’s double standards for you. I know I’ll have to kill my urge to demonstrate all the time. A lot of students like to do hands-on work, which means that the more time I spend showing, the less time they get to spend doing.
5. Much of the time, I find that I understand a problem in my head, but I don’t know how to vocalize it so that everyone else will understand. So when I find an example of a similar problem/solution, I’ll use that instead of trying to say what’s in my head. That doesn’t mean it will be helpful to everyone else, of course. While an example may fit into the network of puzzle pieces in my brain, it won’t necessarily fit everyone else. Instead of using examples, then, I should think of ways to explain things simply and effectively in my own words. I already practice doing this – anytime I encounter a particularly complex idea, I try to distill it down to its most basic forms so that anyone can understand it.
6. I am the sort of person who likes structure, realistic work, and well-executed ideas. I sometimes have difficulty judging or understanding more experimental, expressive, or abstract work. As a teacher, however, I need to be able to look beyond my own personal preferences to judge the actual worth of any piece I am given to mark. Not everyone thinks or creates in the same way, and I believe it is essential for teachers to be open to all forms of creativity in their classrooms. That is what I aspire to.
Can you see anything on the list that you think is or will be an issue for you, as future teachers?