First, we kill our students creativity. Next, we ask them to be creative and wonder why they have such a hard time.
We always aspire for our students to move away from fact regurgitation and move toward higher level thinking and deeper understanding. When we ask students to brainstorm and generate ideas, provide solutions to problems, or to think and reason critically, we are really asking them to be creative. The sad truth is that by standardizing education we often kill creativity. The hope lies in the fact that creativity is an acquired skill that can be improved.
If we make a conscious decision to change things up in our classrooms, to change the way we educate our students, we can increase their creativity. With increased creativity they can innovate and be more successful.
The human brain is composed of gray matter and white matter. Gray matter stores knowledge and is used when we think. White matter is tissue through which the brain transfers and connects information. Scientific studies show that extraordinarily creative individuals have more white matter than others. This is good, because it proves creativity is something we can get better at....
We didn’t do anything.
She transferred here from a different school. I don’t know why. She was mostly quiet, but it was not difficult to get a smile out of her. She said she wasn’t good in science, but was killing it in chemistry, perhaps the hardest science of all. I’d like to think that in the 3 months I knew her, I reached her and got to know her a little....
When I started as a brand new teacher in the Chicago Public Schools some 13 years ago I came across a poster on the wall of the attendance office, that explained the “Grade x 10” formula for assigning homework. So, a first grader should have 10 minutes of homework each night (1st grade x 10), while a high school senior ought to spend 120 minutes on his studies every evening following the same formula.
But why do teachers give homework? They believe it can help students be more successful as it allows them to practice what was learned and to remember what was taught. In addition, homework is somewhat of a holy grail in teaching. Teacher preparatory programs push it, textbooks are designed for it, and it is a deep-rooted tradition that allegedly promotes student learning outside of the school walls.
Kids ought to have homework, right?
There is a growing body of research challenging the effectiveness of homework. Alfie Kohn, the author of the 2006 book, Homework Myth, concludes that there is no evidence that homework benefits young children and questions the advantages it brings to older students. Kohn also points out that a 2011 study “fails to find any meaningful benefit even when the study is set up to give homework every benefit of the doubt.” In The Case Against Homework, Bennett and Kalish (2006) explain the negative effects the homework overload has on children’s achievement and development. And there is a plethora of other academic studies that have comparable findings....
I have a story for you today. It's about what happened in my 6th period Chemistry class today.
6th period is the very last of the day at our school, which is ideal for teaching abstract chemistry concepts. Especially today, because the temps hit 80s and all my shorts-and-T-shirt-clad students really wanted to be there.
What could be better on a warm sunny Monday when you are well rested, because the weekend afforded you the opportunity to catch up on all that sleep you missed the week before?...