Written by Jonathan Garra
Graduate Student at ICSC &
Middle School History Teacher at Elmwood Franklin School
This semester, my goal was to encourage my
students to use creativity in the classroom every day. I don’t mean that I
spent time developing creative lessons, necessarily; it was not my creativity I
wanted to practice. My goal was to allow time for my students to try new
things, fail repeatedly, take chances, embrace ambiguity, and create content
(as opposed to regurgitate it).
Before I started any work in creativity, I worked
deliberately to establish a positive creative climate. This is not unusual, as I
typically dedicate the first two weeks of school getting to know my kids, and
letting my kids get to know me. However, after this semester, I have a much
deeper appreciation for just how important it is for a classroom to be psychologically
safe— particularly a creative classroom. That time spent establishing
relationships with kids made our work in creativity much more meaningful.
Expecting kids to use creativity in academia means
that we expect kids to develop new skills and habits. It means that we expect
kids to try accomplishing tasks in new ways they have never tried. It means
that we expect kids to share more of themselves and their perspectives than
they are used to sharing. It means that we expect kids to focus more on their
processes than on their grades. When you boil it down, using creativity in the
classroom is really setting kids up for failure. But this is the good kind of
failure that we should want our students to encounter regularly in a safe,
academic environment. This kind of failure doesn’t come with a big red “F”, or
humiliation, or feelings of guilt. This kind of failure comes with a positive
attitude, an ability to look critically at the process used and make
adjustments, and an ownership and accountability of an individual’s learning
and growth. This kind of failure often comes with huge gains in a student’s self-confidence.
Asking kids to achieve this level of failure only comes with a great deal of
trust.
While there are countless ways I could improve as
a teacher, I think one of my strengths is establishing trust with my students.
Here are four ways I establish a positive creative climate in my classroom.
1.
Be honest.
As I mentioned earlier, I always devote the first
two weeks of school to getting to know my students. This is important time
because, aside from getting to know them, it gives them time to adjust to my
cadence, my sense of humor, my classroom rules and expectations, etc. During
this time, I always spend at least two entire days allowing them to ask me any
school-appropriate question. The rule is, after I answer a student’s question, the
asker must answer the same question in front of everyone else. I have fielded
questions from what kind of shampoo I use to what the saddest day of my life
was. When I was in eighth grade, my father died suddenly. Right in our living
room. Right in front of us. I answered the ‘saddest day of my life’ question
honestly. Of course I cried in front of my new students.
But these questions don’t always lead to a room
full of red, glossy eyes. Usually they are fun and interesting. Answer
honestly. Let your students see you for the funny, awesome, smart, vulnerable,
thoughtful human being you are. Not as Mr. or Mrs. whatever. If you want them
to maximize their creativity by sharing their thoughts and perspectives, you
need to lead the way.
2. Be goofy.
I start most classes with a short, usually
humorous, story about my life outside of the classroom.
I was not such a great student in middle and high
school. I tell my students this often. I have three young, crazy kids. I tell
stories of the wild and ridiculous things they do and say. I knew, and still
know, what it’s like to doodle and daydream during class. My students know
this. If there’s a song in my head, I get it stuck in their heads. If there’s a
joke I love, I tell it to them. If kids are interested in the jokes and stories
you tell, they’re also likely to be paying attention and be interested in your
content, too. The environment I create through this makes them feel good about
walking through the door to my classroom, and it makes them more willing to
take risks for me.
3. Make sure they know you care about them (after all,
some days I spend more time with them than my own children).
If you’re willing to cry in front of your students
on week one, chances are that some kids will seek you out when they feel like
crying. Being able to connect with kids on this level creates an unbelievable
amount of trust between you and them. Not everyone would cry in front of their students
on week one, but simply listening to kids shows them you care. Asking them
about their weekends or holidays shows them you care. Checking in after an
absence shows them you care. Showing up to their basketball games, or musicals,
or concerts, or National Honors Society inductions shows them you care. If you
notice their haircuts or new shoes, tell them. Every human being wants to feel
heard, and have his or her feelings validated. If you can do this for your
students, you’ll be surprised at what they’ll accomplish in your class.
4. Set clear expectations and enforce your rules
Try as I might, no matter what kind of example I
set, adolescents will say and do the wrong things. While I want to allow my
kids to make mistakes, negative behavior toward others cannot be tolerated— not
if I expect to have a creative classroom. I can work all I want to make kids
take risks for me, but if they feel the judgment of their peers, they likely
won’t take those risks, no matter how much they might have grown to like and
trust me. If negative judgment happens, I call it out immediately and let
everyone know that it’s not okay in my classroom.
More
than anything else, you need to be you, whatever that looks like, and you need
to share you. Do what works for you, in your classroom, in your school, with
your students. Kids are savvy. They’ll pick up on your authenticity. If you can
make students feel safe in your classroom, they will stretch their brains
and think of possibilities far beyond what is conventionally taught, and they
develop ideas and theories that are brilliantly simple. As educators, we should
work, deliberately and often, to create scenarios in which students are able to
be content creators, and teaching creativity will help do exactly that. And if
you can create a psychologically and emotionally safe environment, your kids will respond
by making some unbelievable creative leaps.
