Creativity in the Classroom

With the advancements of technology, developing creativity in the classroom shouldn’t be so hard. Most learners today are no strangers to technology – smartphones, IPads, eBooks, Wifi hotspots, PCs, laptops, Bluetooth, etc.  Even so, in higher education, creativity can sometimes become lost amongst all the academia deadlines and projects. Diversity in learning is a dynamic mix of abilities and skills learners primarily apply while learning. However, creativity comes in second. In order to nurture creative learning educators would need to create an environment their learners will feel free to express their creativity. Teaching learners to be creative during their learning process will inevitably lead to valuable, invested individuals working and living in our society.

Why do you want creativity in the classroom?

Creativity brings excitement and feelings of acceptance into the classroom. It also allows learners to find their resourcefulness and it’s the educator’s responsibility to let them know it’s OK to be creative. No one learns the same. Therefore, educators need to find ways to blend excitement, acceptance, and learning into their classroom in order to keep the attention of all their learners. “Whether your students are young or old, classroom creativity greatly enhances their learning experience. And while some students radiate creativity, as a teacher you bear the responsibility to encourage each of your students to be creative” (Davis, 2007).

How do you stimulate creativity in the classroom?

Educators should be open-minded, allow choices, and inspire assumptions all the while leading their learners to the conclusion of their assignment using their creativeness. “As educators…we need to do a better job teaching students to mobilize their creativity successfully” (Sternberg, 2010). Open-minded educators allow their learners to ‘teach’ them something. We like to think we know everything, but that is not actually the case. Learners who are allowed to share their knowledge feel like they are taking part in their learning and will be more apt to continue to share their thoughts and inadvertently ‘teach’ others as well. I understand that allowing choices of how a learner learns in the classroom can’t always be done; however, if the opportunity is presented, educators can give their learners choices that will allow them to express themselves creatively. If possible, technology should be integrated in some way into a learner’s education as a choice. Use of smartphones or eBooks outside of the classroom can keep learners connected to their educator and assignments can be more accessible – it’s a thought. This would help develop their judgment and logical thinking. Educators who inspire assumptions are helping to develop analytical thought processes within their learners. This is a great way to inspire creativity in the classroom because leaners can develop their creativity by asking questions. The ‘No Questions Are Stupid Questions’ phrase should be a standard rule in any classroom. “It is more important for students to learn what questions to ask—and how to ask them—than to learn the answers” (Sternberg, 2010).

How do you asphyxiate creativity?

Knowing what can stop creativity in its tracks is just as important as how to stimulate it so you’ll know what not to do. "Every student is different, so teaching is never an exact science" (Bartel, 2011). Not providing feedback, leaving no room for practice, and not allowing open-ended answers to questions can stop creativity in its tracks. When a learner completes an assignment or project, they are expecting feedback. Feedback gives constructive criticism and insight into what was supposed to be learned and whether or not learners it the ‘mark’. Therefore, feedback is essential in building creativity in learners because what they learn can help them find other creative ways to correct and/or improve their assignments. Talking to learners all day long can get a bit stale. Learners are apt to go to sleep or daydream if their attention is not focused on what they are learning. Instead of talking your learners to sleep allow them to put into practice what they have learned. If possible, allow learners to practice on an IPad or use their laptops to do research.  Putting them into groups to complete an activity will help to keep boredom at bay too. Or individually, educators can have the learners complete a hands-on assignment. As educators, we like to ask our learners questions; however, a good way to not allow creativity is by not allowing open-ended answers. We need to ask open-ended, not close-ended, questions. Learners will have to think about their answers more fully when asked an open-ended question. This process would get them to think about what they’ve learned, not only from you, but from their fellow learners or from past knowledge, and they would be better able to formulate their answer in an effusive and logical manner.

Conclusion

Developing creativity in the classroom can be done and is even better if enhanced with technology. Allowing creativity in the classroom is fun and rewarding.  Creating a learning environment that allows learners to freely express their creativity grows confident, expressive learners.

References

Bartel, M. (2011). Ten Classroom Creativity Killers. Retrieved March 3, 2011 from http://www.goshen.edu/art/ed/creativitykillers.html 

Davis, B. M. (2007). Creativity breathes vitality into the classroom. Retrieved March 3, 2011 from http://www.helium.com/items/650471-tips-for-encouraging-creativity-in-the-classroom

Sternberg, R. J. (2010). Teach Creativity, Not Memorization. Retrieved March 3, 2011 from http://chronicle.com/article/Teach-Creativity-Not/124879/