More blocks, barriers, and squelchers

      In a profession that naturally lends itself to so much creativity, there are many blocks, barriers, and squelchers that hinder us in education. Here are few that I am sure many of you have heard:

     'Is it a research-based strategy?' That question is asked every time an intervention or strategy is put in place. In fact, there is a collection of 'research-based strategies' that wer are encouraged to look through depending on the child's needs.  Though some of the interventions are creative,  it is sometimes challenging to think of new ways since this ready-resource is available and is expected to implemented if we are being exhaustive in meeting student needs.

     'We just don't have time for that.' The North Carolina Standard Course of Study is jam packed with objectives and goals for students to cover at each grade level from kindergartern through twelfth grade. We tend to rush through certain objectives because there is a pacing guide for us to keep us on track so that we can say that we've taught the students everything that they need to know to score well on state assessments. For those students that require more time, more practice, more attention, etc., it is very difficult to make sure that all students master the objectives because of these time restraints (...and standardized testing, but that's a whole other can o' worms!). As a result of the time constraints, it is extremely difficult to provide time for creative outlets for students because it may be difficult to justify its academic value.  The key here may be integration, but is it always possible?

      'That's not my problem/ It's out of my hands.' As teachers were are always challenged with ways to meet student needs regardless of where they are (on/below/above grade level) though all students come with life situations that may affect them such as poverty, abuse, instability, extracurricular activities, talents, interests, disabilities, etc.Things that are beyond our control can make it difficult for us to encourage creative opportunities because there are more pressing issues at hand that must be addressed first.

      'Will it increase test scores?' No? Then it's a waste of time.It's not that simple, but it feels that way sometimes.  If it is a strategy, idea, or intervention that is not targeted toward reaching test scores, then it needs to be set aside and usefulness re-evaluated. 

     'It's too noisy.' Many teachers feel that a learning environment is a quiet environment. As social creatures, it is important for us to be able to communicate our thoughts and ideas with others and receive feedback about these ideas.  That process in itself is a creative process.

      'It's not in our curriculum.' As mentioned before, if it can not be aligned with the standard course of study then it's not a justifable activity that should be done in the classroom. But we know that is SO not true! There are many talents and interests that a child brings that are a part of that child, and children should have the opportunities to share parts of themselves that make them feel proud.

Thinking Outside the Box of Creativity

As I read chapter 1 of the text, there were several points that were very eye-opening for me. Here is my reflection on just two

       One can be creative without a great creative talent. This seems like such an obvious statement but it's one that I had not considered to be true. I enjoy arts and crafts that allow me to create things from scratch, to take something in its simplest form and combine/ modify/rearrange/remodel it into something new. My hobbies include sewing, crocheting, jewelry making, and sketching but I never considered myself to be a creative person because I wasn't 'great.' I clearly confused the meaning of being creative with having a special talent. Until now, I was one of the 'unfortunate' people that associated creativity with "the possession of extraordinary, distinguished, and highly visible talent" (6). I now realize that I am a creative person. When I think about the decisions teachers make on a day-to-day basis, I'd like to think that we are all expert problem solvers. Because of a variety of factors (funds, resources, time, room, environment, etc) we have no choice but to be creative in our line of work. 'How am I going to teach these objectives? How in the world am I going to teach this objective in this amount of time?' Teachers are able to take a set of abstract commands (objectives) and bring them to life in a concrete and meaningful way = creativity. We are able to make something from nothing.  

       Creativity is a lifestyle, a way of living, a way of perceiving the world, and a way of growing.  Naturally, the art of creativity lends itself to decisions that must be made and actions that must be carried out in our daily lives. As different situations - finances, relationships, families, work, home - whether they are positive or negative,  most decisions that we make require careful and creative thought before reaching a a final decision. We must be flexible in our thinking in order to feel happy and healthy, to garner value from different aspects, and appreciate the good times as well as 'probortunities.'

Oh yeah, and that intro to chapter one with Rickles and Dangergnome...that one through me for a loop! I just had to re-enact this script with someone and I was brought to tears!