What ARE we making schools do?

“This week, we have been focusing on Spelling, Punctuation and Grammar. We have been practising using the past and present tense and the children have learnt how to use the present progressive and past progressive tense.”

inspireGreat – I’m sure that inspired them and made them excited to communicate. Look, I know grammar is needed, but when they are six?

How about instilling a passion for learning, not for making a grade? Get them excited about what they can achieve, not what they can’t yet do. Build a joy of curiosity, not just repeat what they “should” know. Make them explorers of the unknown, testing and creating their worlds.

We remember those teachers that inspired us and those memories are still fresh in our minds – let’s allow this generation of teachers to be that inspiration that they must be and not shackle them with tests, levels and grades.

As parents, we need to trust that are children want to learn, they will follow our example, so set them an example of life-long learning – they will thank you for it!

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Ken Robinson Defines Creativity

Sir KenSir Ken Robinson gives his take on creativity:

‘It’s sometimes said that creativity cannot be defined: Creativity is the process of having original ideas that have value.

There are various myths about creativity. One is that only special people are creative, another is that creativity is only about the arts, a third is the creativity cannot be taught and a fourth is that it’s all to do with uninhibited “self-expression.” None of these is true. Creativity draws from many powers that we all have by virtue of being human. Creativity is possible in all areas of human life, in science, the arts, mathematics, technology, cuisine, teaching, politics, business, you name it. And like many human capacities, our creative powers can be cultivated and refined. Doing that involves an increasing mastery of skills, knowledge and ideas.

Creativity is about fresh thinking. It doesn’t have to be new to the whole of humanity – though that’s always a bonus – but certainly to the person whose work it is. Creativity also involves making critical judgements about whether what you’re working on is any good, be it a theorem, a design, or a poem. Creative work often passes through typical phases. Sometimes what you end up with is not what you had in mind when you started. It’s a dynamic process that often involves making new connections, crossing disciplines and using metaphors and analogies.

Being creative is not just about having off-the-wall ideas and letting your imagination run free. It may involve all of that, but it also involves refining, testing, and focusing what you’re doing. It’s about original thinking on the part of the individual, and it’s also about judging critically whether the work in process is taking the right shape and is worthwhile, at least for the person producing it.

Creativity is not the opposite of discipline and control. On the contrary, creativity in any field may involve deep factual knowledge and high levels of practical skill. Cultivating creativity in one of the most interesting challenges for any teacher. It involves understanding the real dynamics of creative work.

Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. It is true that creative work in any field involves a growing mastery of skills and concepts. It is not true that they have to be mastered before the creative work can begin. Focusing on skills in isolation can kill interest in any discipline. Many people have been put off mathematics for life by endless rote tasks that did nothing to inspire them with the beauty of numbers. Many spent years grudgingly practicing scales for music examinations only to abandon the instrument once they’ve made the grade.

The real drive of creativity is an appetite for discovery and a passion for the work itself. When students are motivated to learn, they naturally acquire the skills they need to get the work done. Their mastery of them grows as their creative ambitions expand. You’ll find evidence of this process in great teaching in every discipline from football to chemistry.’

(Excerpt taken from Sir Ken Robinson’s book Creative Schools; pages 118-120)