How Schools Kill Creativity

Hello!

     One night I was writing lesson plans on my computer as my husband sat on the opposite end of the couch, listening to a TED talk that was required for a class he was taking.  As the video played, I couldn't help but start to listen, especially when it started to talk about school and the education system.  Now, my husband is going to school and taking courses for business management, none of which have anything to do with education or teaching.  The purpose of his class was to focus on creativity and how it applies to the workplace.  Not only did the information I was hearing in the TED talk intrigue me, but made me think that the course my husband was taking as well as the job that he currently holds are what I have to prepare my students for in order to be successful in their future.  
     Immediately, I asked my husband what he was listening to and started focusing on the information itself.  When I identified the title, "How Schools Kill Creativity", I suddenly became defensive.  Schools do not kill creativity; school was the place where I learned to draw, sculpt, paint, and craft.  This is where I was able to create a story from my imagination and act in plays about characters that I could never actually become (like a talking/singing pine tree <- true story).  I was outraged!  Who was this TED talker and what was he talking about?!?!
     I then did my research.  This talk was given in February of 2006.  The person giving the TED talk was Sir Ken Robinson, an English author, speaker, and international adviser on education in the arts.  He advises governments, non-profits, education and art organizations (additional information located on Wikipedia).  Ok, so he has some credentials but what exactly does he mean by "schools killing creativity"?  I then listened to the entire TED talk and instantly became fascinated.

(Found on YouTube and TED)

     Sir Robinson explains that "creativity is as important as literacy."  He continues to explain that schools all over the world have a hierarchy in terms of subject matter; mathematics and literacy are at the top, with the humanities following, and ending with the arts.  Currently, the "most useful" subjects are at the top because these are the skills that help us acquire a job.  Sir Robinson explains, however, that quickly our society and world are changing where this type of academic knowledge will not be as useful as it is today.  To paraphrase Robinson, in the next 30 years, more people will be graduating from college than all of history combined.  This means that a traditional college degree will be worthless and that we must change the way we look at intelligence.

     I was shocked while listening, especially since I am a self-proclaimed "education nerd" and value it with the utmost of importance.  But what Sir Robinson is saying is not that what schools are doing is wrong, but we have to change our system to evolve with the new generation.  Already, companies like Apple and Google are not necessarily hiring the smartest students from Harvard or Yale, but the ones who are showing the most innovation, work ethic, and are willing to take risks.  As teachers, we have to create an environment and  allow our students to make mistakes, understand why the mistake was made, and grow from those failures.  We must teach and model to our students that failure is a stepping stone towards reaching our goals.

     As mentioned in an earlier post (which can be read HERE), creativity is crucial in the classroom.  This is still my toughest challenge as a teacher due to all of the requirements that are necessary. Incorporating academics with creativity is what I am trying to do with my second graders as much as possible.  I know that personally, when I come home from work and am able to create a craft from Pinterest, develop a new dish in the kitchen, or design decorating ideas for a room in my house, I am able to focus on work much easier and do a better job than if I came home and went straight into lesson planning.  If a child comes home from school and wants to dance out his spelling words in the basement, or if another child wants to shoot a basket in the net when thinking about her vocabulary words, these techniques can be even more useful than sitting down at a desk and memorizing.  Students need someone to help inspire creativity in their own lives and be told that it is valued!

      I cannot wait to hear the ideas that you utilize to promote creativity in the classroom as well as continue to research ideas that can be implemented by educators in order to meet the needs of our current learners.

     Enjoy!

Picture Books for the 21st Century

Hello!

     As teachers, we are always trying to get our students to want to love to read and be engaged in the process.  I certainly want to do this each and every day that I am in the classroom.  This can be an extremely daunting task, though, especially with our struggling readers.  In this case, it is even more important to promote a love for reading.  Throughout my search for different kinds of books that would interest students, I found an author who engages children in the subject matter of her books simply by reading the title.  Her name is Ann Droyd (being that she likes technology, I am assuming this is a pseudonym.  Get it- Android) and she writes parodies of classic children's books.  

(http://www.amazon.com/gp/product/0399158561/ref=pd_lpo_sbs_dp_ss_1?pf_rd_p=1944687562&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=0399169261&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=1ZTW818MWAJ496R3XVDS)

     Ann Droyd's first book, titled Good Night iPad, is a parody of Good Night Moon written by Margaret Wise Brown in 1947. Droyd modernizes a simplistic storyline to include all of the technology of today; from Blackberries to HDTV, Facebook to Angry Birds.  Immediately when I showed the students that I tutor of various ages (second to sixth grade) this book, they gravitated towards it, some literally grabbing it out of  my hands to see what it was about since it had the word "iPad" on the cover.  My older students were hysterical at how it portrayed the different gadgets while my younger students loved to identify the different ones that they owned!  Each student enjoyed the book even though each had their own personal reasons.  Truthfully, adults will love this book just as much as kids do because the adults that are featured in the book act very similar to their children... :)

(http://www.amazon.com/You-Give-Mouse-iPhone-Cautionary/dp/0399169261)

     Ann Droyd's newest book is called If You Give a Mouse an iPhone which is a parody of the book If You Give a Mouse a Cookie by author Laura Numeroff.  The original version was published in 1985.  I loved If You Give a Mouse an iPhone even more than the first story written by Droyd.  Here the mouse goes on an adventure but does not realize it since he is on his iPhone the entire time.  The lesson learned at the end, about being present in the moment, is an important one for this generation (young and old) since technology is a significant part of our lives.  As you read it, you will smile, laugh, and relate to how the mouse is acting.  I feel that this would be a book that many parents (and maybe their own children) could refer to when becoming too absorbed in their electronics.  "Remember what happened to the mouse..."

     Both of these books can be used in the classroom in numerous ways for multiple grade levels.  Students of all ages could do a compare and contrast between the original versions and the newer ones by Ann Droyd.  Posing the question as to why the author would update the original would be a great discussion to have with a classroom, as well as if this should or should not be done to classic pieces of literature.  For older students, having them identify the message in the stories would be a great discussion starter.  For a creative, innovative, and exciting project, students can go to the library and choose books in which to make their own parody.  Taking the story Hansel and Gretel, for example, which was originally created in 1812, could be updated just like Ann Droyd's stories.  Instead of leaving breadcrumbs in the woods in order to find their way to Grandma's house, getting lost and then meeting a witch, Hansel and Gretel could use Google Maps to get where they needed to go or Facetime Grandma to ask for updated directions when lost.  Adding 21st century technology into older stories would allow students to practice various writing skills, give older stories more relevance, and enable creativity in the classroom.

(Videos found on YouTube and Ann Droyd's website)

     Additionally, if you would like to show an animated version of these stories to your class to help aid comprehension, they are available on YouTube.  The little movements of some of the characters help to make the story come alive.

     If you use or have used these stories in your classroom, I would love to hear how it went and if your students liked reading these picture books by Ann Droyd.

     Enjoy!

Helping Students Set Good Intentions

Hello!

     On Instagram, I follow many people in the education field as well as others who are very positive and uplifting.  One of these people is a girl named Katie who I met while obtaining my undergraduate degree in college and whose posts are very inspiring and motivating.  She is someone who always has a kind word and makes me want to be a better person just by seeing her pictures on social media.  (Note: If you would like to view Katie's encouraging posts, follow her on Instagram @katiewestlake1). 
     Right at the start of the new year, Katie posted about making a vision board for 2015.  The idea of the vision board came from The Secret by Rhonda Byrne which was popular around 2006.  The purpose of a vision board is to set intentions for yourself through pictures, and then look at those pictures everyday in order to remind yourself of your intentions.  Every year, people make resolutions but they usually go unfulfilled because we forget, things get busy, and life moves on.  Making a vision board where you can see your intentions daily reminds you of the changes you want to make in your life.
     After reading Katie's post, I knew I wanted to make a vision board for myself.  My husband and I set off, looking through magazines, thinking up ideas, and creating individual and combination boards for goals we wanted to accomplish together and for ourselves.  Then I thought, what a great project do with my students!
     That day, I wrote an email to my students' parents, asking for them to send in magazines and explained the project.  As soon as I came into school, my students were excited to start this activity.  I wanted to combine it with writing so these are the steps I completed with my class:  First, we had a discussion about what goals and resolutions are and why people make them.  Then, we brainstormed in our Writer's Notebooks different changes we wanted to make during the new year.  I modeled by reading my own list to them. Sharing these goals with each of their classmates was fun for the students because they ended up getting more ideas from their friends to add to their own lists.  Next, students began the creative part; they looked through magazines to find pictures that represented each of their goals and glued them onto a piece of paper.  If they couldn't locate pictures for their intentions, they could draw them as well.  Of course, students could add more intentions to their list throughout the whole process.  One of my students ended up with 30 goals for the year!
     Once the construction of the vision boards were complete, we chose three pictures to write about in a paragraph (remember, I have second graders).  For my model, I wrote "I chose a picture of a beautiful living room because I want to decorate my own house just like this picture."  Students wrote using my model and a fill-in-the-blank technique to add their own pictures and goals.
     All together, the final vision boards were amazing!  The students put so much effort into their goals for the future and they were extremely unique for each individual.  Here is a picture of two of my students' vision boards:

     When I asked these two students to tell me about their vision boards, it practically brought me to tears.  The student who made the top vision board said that she added the globe and x'd out the picture of the electronic device on her board so that she can "travel more and not play on her electronics as much."  When I asked the student who created the bottom board about her pictures, she explained that she added a picture of a bed, cooking, and an art supply set so that she would "keep her new bedding nice and neat, cook more with her family, and make time for crafts."  What precious thoughts and wonderful changes to make in the new year!  I noticed that almost all of my students wrote something about spending time with family, whether it be in the form of vacations, cooking together, or being nicer to their brother or sister.  That is truly what means the most to children- being with the people who love and care for them.

     This was such a fabulous activity that allowed me to learn even more about each of my students' wishes, hopes and dreams for the future as well as to help spread positivity for the new year ahead.  After we hang them in the classroom for a little while, I look forward to hearing about how these intentions evolve once the students bring them home and share them with their families.

     If you complete this activity with your class, I would love to hear how it goes!

     Enjoy!

Boy Writers

Hello!

     The new year has begun and I am excited to go back to work tomorrow to begin 2015 with my students!  Not only am I excited for all of the lessons and learning that will be happening, but also for getting the chance to try out unique and practical ideas that I received from reading the book Boy Writers by Ralph Fletcher. This is a book that all educators should read.  Even though it was geared towards boys, there are so many easy, realistic ideas that could be used in the classroom to engage all students.  Additionally, it makes teachers reflect on how we teach the boys in our classrooms and what we think about the way boys write.
     Now, during some posts in the past on this blog, I have mentioned how important it is to educate and provide leadership opportunities for girls.  (To read this post, please click HERE )  Writing this current post, I certainly do not mean to pit the genders against one another.  It is never right to bring one gender down in order for another to succeed.  If that becomes the way, no one flourishes.  Looking at differences in gender, however, and finding ways to help both improve through various methods will benefit the entire education system as a whole.

(http://www.amazon.com/Boy-Writers-Reclaiming-Their-Voices/dp/1571104259)

     Throughout his book, Fletcher mentions many statistics and research-based findings on the education and development of boys.  Currently, boys are scoring significantly lower than girls on writing tests.  On average, girls learn by sitting still, concentrating, multi-tasking and listening to words, whereas boys do not.  This is how many classrooms function which already put boys at a disadvantage.  Scientifically, there are many differences in each gender's brain as well. The females' corpus collosum (the part of the brain that connects the two hemispheres and allows them to communicate with one another) is 20% larger than it is in males.  Additionally, many young boys do not have the fine motor skills necessary to write and are years behind girls in this development of the brain.  Biologically, this puts boys at a disadvantage immediately.
     With all of these facts, what are teachers to do?  Being a female teacher and growing up with mostly girls in my household, how am I supposed to relate to boys in my class effectively?  Fletcher gave many suggestions that could be used in the classroom to benefit boys, however, I feel that many girls would also enjoy some of these ideas as well.  Even though I write "boys" in many of the ideas below like Fletcher did in his book, it is synonymous for "students".

• Tell high-interest stories (like squishing worms or catching snakes) to show boy writers that you can be on their wave-length and are eager to read their stories.
• Make sure that boys have a real and varied audience for their writing.  Sharing and celebrating should not be a rare occurrence but a regular event.
• Set "out of bounds" spaces where students can write that's not for the public.  For example, have students turn down pages in their notebooks that they do not want others to read.
• If boys want to write humorous pieces, ask them to review books by Jon Scieskza and Dav Pilkey to copy their style and get ideas.
• If fine motor skills are an issue, allow the use of a computer.
• In conferences, utilize specific rather than general questions.  For example, rather than saying "What effect are you trying to make?" or "What do you think..?" try "You need a dramatic scene here." or "Add sensory details here."  Using this direct approach brings much relief to many boy writers.
• Many do not like to revise their writing because they feel it is the best it can be already.  As a teacher, be flexible during revisions and learn to "give and take."  Show writers that we can meet them half way, even if we do not 100% agree with some of the content or jokes that students use in their writing.
• Always give a "glow and grow"- one thing that the writer did well and one suggestion for the future- to build confidence and strength in writing.
• Allow DRAWING in the Language Arts classroom!  "Sketch and stretch" while reading a story without pictures to aid comprehension, and allow students to draw their ideas first, before putting their story into words.

     Either way, whether you have boys or girls in your classroom, we need to give our students opportunities to write.  Fletcher mentions that twenty years ago, British students wrote 100 words per day while American students only wrote 100 words per week.  With technology today, I am not sure how accurate this is however the overarching theme is that students can only become better writers when they write, write, and write some more.

     I would love to hear your thoughts and suggestions on how you not only engage boy writers, but girl writers as well. 

     Enjoy!

What I Know For Sure

Hello!

     Happy Holiday vacation to those of you who are off and able to relax!  During breaks, I always like to take time for myself and READ!  Already, I have been able to finish one book that I think should be read by everyone, whether you are a teacher, student, parent, or not.  Oprah's What I Know for Sure was an uplifting, motivating and inspiring book with great life lessons for all.  Even though I read it for personal pleasure, as always, I can relate many of the pieces of advice to teaching and feel that teachers should instill these thoughts in their classrooms.  Below are some of the many lessons that could be applied to teaching or students:

(http://us.macmillan.com/static/fib/whatIknowforsure/)

• On page 6, Oprah says "Being aware of, and creating, four- and five-star experiences makes you blessed."  Bringing this to our students' attention and having them set a purpose for the day will allow them to become more goal-oriented and notice the great things that happen throughout their school day as well as bring more joy to their own lives. Having students mentally think (or they can physically write down) a five-star experience that could happen to them throughout their day, and then reflect back at its' conclusion can allow the students to recognize wonderful situations that occur.  Additionally, on page 75 Oprah discusses her gratitude journal where she writes down five things in which she is grateful that happened throughout the day.  Combining Oprah's gratitude journal with her idea for creating five-star experiences will allow students to enjoy their time in school even more and be thankful for the opportunities that are given to them.
• Throughout Oprah's career, she constantly mentions how everyone needs to be heard.  That is the sole need of all and shows how we value others.  Children need to be heard also and yet they are usually the first to be silenced.  Allowing students to share pieces of their lives during morning meetings or reading what they have written in their journals (if they allow it) is a great way to give children a voice and show that they have been heard.
• Giving is one of the most important things that we can do in life.  It is a selfish act because the giver feels just as wonderful, if not more so, than the person receiving the giving!  Introducing the act of giving to children is imperative for students in order to create a habit that will last a lifetime.  Having students decide who and how they want to give is crucial for it to be a significant experience.  Oprah's lifelong passion is to give to others and this easily can be translated into simple opportunities for students to do the same.
• On page 129, Oprah mentioned a quote from Elie Wiesel, "In the word question, there is a beautiful word- quest.  I love that word."  This reminded me of problem- based learning tasks that we assign our students throughout the year.  When students are given these tasks, the questions that arise from them lead the students on a quest to find the answers.  Having a task that is intriguing, motivating, and inspiring is what education should be all about.  I love this quote and am going to use it at the start of all of my problem-based learning units.
• Finally, the most important piece of advice from Oprah that teachers can give to their students is this: When you get the chance, go for it.  Students need to hear this mantra every day so that they know that they can be and do anything in which they put their minds.  Having that motivation gives students the power to succeed in all that they can dream.  Oprah quotes Paulo Coelho by saying "When you want something, all the universe conspires in helping you to achieve it."  This is crucial for students to learn and feel at a young age.

     Oprah is influential to everyone, but children can take away her lessons as well.  When adults hear Oprah's advice, we sometimes have to revert back to ourselves prior to creating bad habits.  Children do not share in these habits so it is easier for them to receive and act upon the messages.  Including these easy ideas from Oprah into your classroom will help students to "lead their best lives" while they are learning in your room as well as when they leave to continue their journey.

     Enjoy!

Conferencing with Students

Hello!

     A few years ago, a great friend and teacher introduced me to the Daily 5.  I was teaching 5th grade at the time and did not realize how it could be applied to this age group.  Quickly and easily, together we modified a few aspects and found that my students enjoyed Language Arts ten times more than they did previously and that I was able to work so much easier with small groups or students one on one.  I immediately fell in love and have been applying the Daily 5 procedure in my classroom ever since.  The creators of the Daily 5, The 2 Sisters named Gail Boushey and Joan Moser, have a great website with tips and tricks that are emailed weekly.  I joined the newsletter and find their passion for teaching inspiring.  
     Recently, their weekly newsletter discussed conferencing with students individually in writing and reading.  This is one of my favorite things to do with my students because I find so much valuable information about their strengths and the challenges that they are having.  The article mentioned even more specifics about how conferring benefits students.

• It builds relationships by giving children our deserved and undivided attention.
• It allows us to differentiate, set goals, monitor progress, and establish the next steps.
• We can collect essential data.

     After reading the article and agreeing wholeheartedly, I continued to scroll and saw that there was a link to The Daily Cafe website.  Here, there is a video which gives a great way to organize data collected from reading and writing workshops and conferences as well as all the sheets they utilized too!  What a wealth of information!  Currently, I use Fontas and Pinnell's conferencing sheet which is helpful but these will certainly be added to my process.  I strongly recommend you clicking HERE to access The Daily Cafe website and gather these treasures for yourself.

(Snapshot taken of the video on The Daily Cafe's website for conferring and the Writer's Notebook)

(Snapshot taken of the Conference Record Form found in Fountas and Pinnell's book Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre and Content Literacy)

     I would love to hear about your conferencing tips and tricks as well as what organizational method works for you.  Why do you love this essential part of the Language Arts block?

     Enjoy using all of these resources during your next reading and writing workshop time!

Herve Tullet

Hello!

     Being that I subscribe to every publisher, author, and book review under the sun, I kept seeing praise for a book called Push Here by Herve Tullet.  It has been on the New York Times bestsellers list for 3 YEARS so I could not believe that I had not heard of it.  
     My research about Herve Tullet and Press Here was extremely interesting.  Tullet is a French author that also illustrates all of his books.  In regards to specifics about Press Here, it has been translated into more than thirty languages, been made into a board game and even has an app for people to interact.  What is so amazing about this book?!?!  The next day, I went straight to the bookstore to find out more about this mysterious book and author for myself.

(http://www.amazon.com/Press-Here-Herve-Tullet/dp/0811879542/ref=sr_1_1?ie=UTF8&qid=1418087522&sr=8-1&keywords=push+here)

     Press Here is an interactive book.  Each page tells the reader to do an action and then the outcome is shown on the following page.  For example, when you tap the dot in the center of the page twice, the next page shows two dots.  It is pretty exciting to do as the author requests and then to see it happen in a hardcover book.  This is something that you might see with an automated book on an iPad but definitely has never been done with a paper book.  It is truly something that you must experience for yourself and you will smile the entire time as you are reading.

     While flipping through this book, I pondered ways in which it could be used in the classroom.  Easily, it could be used in a lower elementary classroom to engage students and teach them about predictions.  When reading the book, there is a pattern that emerges and it would be fun for students to guess what is going to happen next when they follow the directions.  As a read aloud, students would love coming up to the book to do as the author requests.  In the older elementary classroom, teachers could use this to show students how they must always interact with the text and be an active, rather than passive, reader.  Even though this would be read at a much faster pace and seem extremely simplistic for this age group, using it to demonstrate how text should always be interacted with (even if you are not physically touching it) would be a beneficial lesson, especially at the beginning of the year.

(http://www.amazon.com/Mix-Up-Herve-Tullet/dp/1452137358/ref=sr_1_1?ie=UTF8&qid=1418089733&sr=8-1&keywords=mix+it+up)

     After reading Push Here, I had to see other books by Herve Tullet.  Mix It Up is the sequel to Push Here.  Just like the first one, Mix It Up has the reader follow directions and the outcome to the action is shown on the following page.  Unlike Push Here, which focused on numbers and patterns, Mix It Up involves colors and shades. An art class could certainly use this to show what happens when colors are mixed or when white and black are added to a color.  Especially if a teacher does not have the materials or is uncomfortable with allowing students to experiment with paint, Mix It Up can help students to test theories about color without getting messy.

(http://www.amazon.com/Help-Need-Title-Herve-Tullet/dp/0763670219/ref=sr_1_1?ie=UTF8&qid=1418090260&sr=8-1&keywords=help+we+need+a+title)

     My favorite Herve Tullet book is Help!  We Need a Title!  This book not only has adorable, kid-like illustrations, but the author himself makes a cameo as a character in the story!  As soon as the book is opened, the characters immediately start talking to the reader.  The interaction between the reader and the characters reminded me of a few Mo Willems' Elephant and Piggie books where it feels like they are talking directly to you.  The premise of this book is that the characters want to put together a story to entertain us, the reader.  In order to do so, they need to create a few important story elements such as a setting, plot and even a protagonist.  Each of the characters is unique and would make any child (or adult, for that matter) smile with their quirky personalities.  After awhile, they cannot think of any story ideas so they have to call in the main man himself, Herve Tullet!  As a half picture/half drawing, Tullet comes into the story and saves the day, even though the picky characters are not 100% happy with the outcome.

     For any grade level, students would love to read this book independently or have it read to them.  It could also be used to teach a myriad of writing skills from story elements to characterization to dialogue.  Even taking Herve Tullet's "so-so" story (as the characters describe it) and adding more suspense and action using the foundation that is given would be a creative writing project for older students.  All around Help!  We Need a Title!  is a highly recommended read for teachers, parents and students of all ages.

     I am so happy that I took the time to not only find Push Here, but then to seek out other books by Herve Tullet.  He is certainly an imaginative, unique, and innovative author that brings hardcover books back to life.  Enjoy reading these and others by this incredible author!