Creativity and Leadership

I recently had an article published entitled Cultivating Dynamic Leadership through Creativity.

I give three examples of leadership in a creative venue:

  • She leads through her curiosity and sensible risk taking, and all emerge with new understanding and innovative methods.
  • She leads with empathy, which drives her to connect and comfort others.
  • She leads through her belief in the power of possibility, discovery, research and experimentation.

When a friend of mine read the article, and these examples, she said “I wonder if people just read these examples, if they’d know who you are writing about.”

I wonder that, too!

So, who do you think she (or he) might be?

A teacher? An entrepreneur? An artist? An IT professional? A psychologist? A parent? A scientist? A researcher? A doctor?

While each are suitable guesses, they are not who I had in mind when I wrote.

I didn’t write of a professional, or even of an adult. Instead, I wrote of my kindergarten students.

build leadership sized

They are remarkable, strong, powerful children. While they are fantabulous, these characteristics are not unique to them. All children, have incredible strength, power and potential.

My teaching practice is informed by my belief in this profound power and potential of children. I try, as best I can, to allow my teaching, and my reflection, to be nourished and driven by the “joy, passion, wonder and conviction” of my understanding of the truth of the strong, powerful child. (Managing the Classroom for Creativity, James 2015)

Children are natural leaders. Placed in an environment that enables and encourages creativity, their innate leadership abilities germinate, increase and flourish.

Resources:

James, M. (2017). Cultivating Dynamic Leadership Through Creativity. KPS Voyager, 2017, 8.  (https://issuu.com/kentplace/docs/voyager2017_final?e=1889902/47525909)
James, M. (2015). Managing the Classroom for Creativity. Journal of Creative Education Vol. 6, No. 10, 1032-1043 (http://file.scirp.org/pdf/CE_2015061915593867.pdf)

Hinges in Kindergarten

20170501_204911-1-01

How will we make our own hinges? Hmmm …

The girls and I have been thinking about this for some time now. Last night I ran out to the hardware store and bought a hinge so we’d be able to look at the pieces, and problem solve together today.

Seems we have many problems to solve:

  1. We don’t have a way to screw in the hinge plates.
  2. We don’t have the remarkable stable structure of concrete walls.
  3. We don’t actually have hinges or hinge plates for our door.
  4. We don’t yet have the door completed.

How might we:

  1. Make our door more secure and stable? (Tomorrow we’re going to take a look at some door designs.)
  2. Create hinges, or hinge-like things, to hang our door?
  3. Create a stable structure to anchor our door?
  4. Make our door workable?

When I look at all the problems, and all the how might we questions, I’m a tad overwhelmed. But, then I see, in my minds eye, my girls, this morning.

I told them I had tubes that might work for the door. With a good deal of excitement, they asked if they could work on the door. “Sure, go ahead!” I replied.

When I popped my head in the makerspace, it was a remarkable scene. Four large columns were being constructed by four groups of girls. They were talking, pointing, sharing ideas, collaborating, and working hard. Some were standing on chairs (the door is much taller than they are). Some were straining their necks to see to the top of the door. All were engaged, empowered, invested, and joy-filled. It was AWESOME.

There is hope!

 

P.S.

Perhaps you are wondering:

  1. Why do you need to make hinges?
  2. You’re making a door?
  3. Why do you need a working door, doesn’t your classroom already have one?

We are making hinges and doors as part of our Social Studies supermarket build.

More on that later!

 

Not A Cork!

I was cleaning out my craft cabinet at home, and came upon a bag of corks. Instead of throwing them out, I decided to bring them in and see what my students would do with them.

The corks have been showing up in various makerspace projects. All have been awesome, but the other day, I saw something which really peaked my interest.

IMG_20170425_174920_processed.jpg

Me: “Hey! What is that?”

Student: “It’s a walkie-talkie!”

Me: “Really? Wow!”

Student: “Yeah!”

At this point she talked into her not-a-cork walkie talkie, and her friend listened to her not-a-cork walkie talkie, and responded. Both looked at me with huge smiles. “See?!”

Me: “Fantabulous!!!”

 

Resources:

The “not-a-cork” phrase is a reference to these two books.

They are fantastic and give readers/listeners wonderful ideas and inspiration to use possibility thinking to open their minds and life to the more. If you haven’t read them, and used them with your students, run out and get them now! And if you do, please comment and let me know how it goes!

What Do YOU Do In Math?

I wanted to remind my students we love math and being in the cloud, so I wrote Math, in a cloud, with 3 hearts.

Then I asked “What are some things we do in math?”

Check out the first 4 answers.

IMG_0210-1-01

We are brave!

We learn!

We enter the cloud!

We think! 

I wanted to say “Preach it, my young friends! Preach it!”

So, what do you do in math?

Are They Listening?

I was inspired by a colleague to truly make my word wall interactional – student driven and written. It’s a whiteboard, so it’s easy to revise. I erased everything I had on it, and moved it a bit closer to the floor. They would still need a chair to write at the top, but they could do it!

During guided reading, I rolled out the plan. Everyone was to write 3 words. They could be words they really liked, or words they used a lot in their writing, or words they wanted to use in their writing. They could be any words, BUT, they had to be written the way they are in library books. (Usually, when we write, the words need to be encoded so that the authors, and I, can read them.)

They got papers and set to work with enthusiastic determination. As each finished, they shared their list with me. We worked to spell each word the way it was in a library book. Sometimes we worked harder at hearing sounds and encoding them. Other times we recalled spelling rules and combinations. Still others times I asked permission to show them how it would be spelled in a library book.

Finally, they joined me at the wall and added their words. It took us a few days to get all the words written, but it was worth it! It was such a joy to watch them work, and to work with them.

They reached as high as they could to add their words.

20170406_111814-01

And the words they chose were …

I cannot think of an adequate descriptor …

…. amazing, fantabulous, wonderful, overwhelming.

Take a look at two of the word lists.

20170407_155511-01

Yes, there are sight words on the wall such as  — we, and, of — and other words they know and enjoy like — candy, cup.

But the wall is filled with things I have said, written and encouraged!

One student wrote “I’m possible!” as an Ii word. It’s a reference to the statement “Impossible just says ‘I’m possible.”

Are they listening? Yes, they are! 

Note:

You might be wondering about the word fantabulous. You may not find it in a dictionary, but it is a word in our classroom. I made it up a few years ago. It’s a combination of fantastic and fantabulous — two words I say with some regularity. One day, while chatting with the kids I said it’d be great if there were a word that was both fantastic and fabulous … like … FANTABULOUS! 

It has joined the lexicon of our classroom, and appears to be moving on with the students and their families. Soon, perhaps, it will be found in the dictionary! 

Hey, Kindergarten!

Our supermarket build is in full swing, and it is spectacular!

20170405_132525-01 (1)

In this build, perhaps even more than in our other builds, communication and collaboration are key!  (So too is breathing, lol, but that is for another blog post!)

As we prepped for the build, my builders, engineers and architects had tons of ideas, but they directed them only to me – the teacher – even though their peers were sitting with us. So many awesome ideas, and so much potential for collaboration and elaboration, were being wasted!

I couldn’t take it anymore! I said “Eee gads. May I say something!”

They looked at me. The looks on their faces said “Eee gads? Did you just say, Eee gads!?” but no one spoke, they just waited.

I continued, “You have so many fantabulous ideas. But, when I call on you, and you look at me, and tell ME, instead of telling EVERYONE, no one else realizes you want THEM to listen, too! But they should! Everyone needs to hear your ideas. That way we can talk about them, or change them, or use them just like you said them!!!”

I paused, just for a moment, to let that sink in. Then I said, “So, can we try something?”

“Yeah.” “Yes.” “Sure.”

“Ok, so, if you have something to say, and you want only me to listen, say Hey Miss James! But, if you want everyone to listen, say Hey, Kindergarten!

They seemed excited by the plan. They asked, “So we say Hey, Kindergarten! if we have an idea of how to do something, or if we something we want to tell everyone?”

“Yup,” I responded. “And when we hear it, we’ll stop what we’re doing, look at you and say Hey (your name)! Then you can tell us your idea. OK?”

“Ok!”

explore (1)

We had at least 8 announcements of “Hey Kindergarten!” in that 30 minute building period. It was a bit overwhelming (at least for me, lol). I thought I might have to figure out something to say to rein them in. But, as the days went by, they began using it more judiciously all on their own.

Sometimes I forget and just say “Kindergarten” or some other attention getting rhyme we have established, and get no response. Then one of them says “You should try saying ‘Hey, Kindergarten,’ Miss James!”

The first time they said that I laughed out loud and said “You’re right! I should!!!” So, I did, and they responded immediately  – “Hey, Miss James!” It was awesome.

There are so many things I like about “Hey, Kindergarten!”

  • I love that they are teaching each other by sharing their ideas, reflections and wonderings.
  • I love that they are listening to each other.
  • I love that “Hey, Kindergarten!” shares classroom control with them.
  • I love the joy they express when using it.
  • I love hearing them say it, and responding along with their peers.

But, i think what I love most is how it empowers them. Their ideas are being told, heard, respected and valued. And, THEY are calling their friends — and teacher — to listen. We are partners in this learning journey. I’m glad to give them a way to experience and express the partnership.

The things they have shared after saying “Hey, Kindergarten!” have been remarkable. I don’t think it is coincidental. I think they feel the value, power, liberty, and awesomeness of “Hey Kindergarten!” and it opens them.

Card Carrying Members!

If you read my blog with any regularity, you know I’m a fan of the cloud – blogging about it least 5 times! (In the Cloud with Uri Alon, The Cloud in the Classroom,  Yes And In the ClassroomLittle Tweaks Big ResultsThe Cloud Appreciation Society)

The reality of “the cloud” is super helpful to me as I think creatively, venture into new arenas, learn, create, and live.  About 2 weeks ago I blogged about being a proud card carrying member of the Cloud Appreciation Society!

Remarkably I realized I didn’t think my students were card carrying members of the Cloud Appreciation Society. Crazy, right? I love the cloud. I know it’s helpful. I believe Uri when he says the cloud “stands guard at the boundary between the known and the unknown.” I believe the cloud is a fundamental and essential part of learning.

WHY hadn’t I ever talked to my students about it?

I have no idea. But, I’ve changed all that!

20170401_182056-01

The other day I shared the secret of the cloud with them! I drew a cloud on the board and we talked about clouds and fog. Then I told them there are a lot of times when learning is all about being in the cloud, and being brave enough to stay there – even though we can’t quite see where we are going. I shared that I am often in the cloud when I am learning new things. I said I’m even in the cloud sometimes when I’m preparing a lesson for them!

Then, I told them I believed in them so much I was going to throw them right into the middle of the cloud!

I told them I was going to ask them to do some math, and not just any math, but math that is even hard for some adults! It’s a math puzzle called the Tower of Hanoi. (You can play it here if you’d like to give it a go.)

I grabbed 3 blocks and a 3 square template, and explained the rules. My kids asked some great questions – showing me they were already thinking of ways to solve the puzzle.

I assured them they would all be able to figure it out. It might  not be easy, but they could do it. If they got stuck they should just remember they were in the cloud – and that was GREAT! If they needed help to guide them a bit in the cloud they could talk with a teacher or a friend.

I challenged them to stay in the cloud. “If it’s hard, don’t fret. Stay in the cloud. Take a breath. Believe in yourself. Keep going. … If working with 3 blocks is easy, throw yourself back in the cloud by challenging yourself to do 4 blocks!”

It was FANTASTIC!!! It was hard for some of them. And the fact that it was hard, was frustrating and discombobulating to some who felt it shouldn’t have been hard.

I’m glad! That in itself is learning. Thinking is hard. Math is hard. But it’s also good, and possible, and fun … exhilarating even … as you struggle through the cloud.

We worked on the Towers for 3 days – reworking the ones we had figured out the day before, adding blocks and trying again. Each day we talked about the cloud. Each day I told them how spectacular it was to be in the cloud with them.

After our inaugural jump into the cloud, we each signed an “I love the cloud! I am a learning superhero!” sheet. On Friday, I presented each of them a laminated card (a reduced copy of their signed sheet) and welcomed them as “card carrying members” of the I love the Cloud Club. It was awesome.

One of the girls asked if she could make an announcement during closing circle on Friday. I said “Sure.”

Confident in her thoughts, but unsure what she would share, I listened attentively. I nearly melted as I heard her thoughts.

She extolled the greatness of being in the cloud, the joy of thinking you couldn’t do it, but then realizing you could.

It was amazing.

Seeing Spelling With New Eyes

IMG_20170318_201346_processed

IMG_20170318_201242_processed

I read this the other day. When I reached the end and read buttufele, I had an epiphany about spelling!

Spelling is a remarkably daring journey into  possibility thinking, creativity and design!

When trying to share our ideas, encode sounds and/or spell words we all go through the following steps:

Possibility thinking: How might we use what we already have/know in a new way? What letters or letter combinations are possible?

Creativity: We have to be brave and take risks.We use what we know to make something new and useful.

Design: We define a design challenge. ( For instance, write the word – beautifully.) We ideate. (butfoolee, beyuootefooly, beeyutyfuly, buttufele), and prototype (see illustration above). Then we test. (Can I read it? Can someone else read it? Can the person I wrote it for read it?) Our test provides us with data, and perhaps, new understanding. The process then begins again for this, or some other, word.

I love this understanding of spelling. It brings an element of play, and ease into the process of spelling. It embraces the fact that the spelling process, like all other design processes, often includes failing.

I’m wondering if approaching spelling this way, might make it easier for our students. Understanding they are choosing a design (spelling) challenge might empower them. Being creative might infuse joy into the process. Embracing failure as a natural part of spelling might diffuse some fear, and increase learning.

I’m going to work on my language and give it a go with my learners. I’m hopeful!

And just a note: Conventional spelling can also be approached as a design challenge. except now the challenge might be “Spell beautifully as it is found in library books, or on dictionary.com.”

Translation in case it is needed: She is very pretty. She is funny and she is goofy. She is a kind princess. She lives in Westfield. She sings songs beautifully.

 

Learning Like A Kindergartner

 

 

Mitch Resnickargues that the ‘kindergarten approach to learning’ – characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine – is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today’s society.” 

I’ve spent at least 4 hours today doing just that – imagining what might be, measuring, erasing, thinking, creating with various mediums, playing with watercolor and the rule of thirds, sharing my work and thoughts with my brother, reflecting on the process and product, and imagining what I might do next with this project and others.

I explored and learned about the remarkable, and often surprising, properties of water color. I experimented with wet on wet, wet on dry, overlapping, the golden ratio, the rule of thirds, contrasting colors, tones and hues of the same color, and lots more. It was super fun, and filled with discoveries and learning.

20170317_125625-1-01

My long creating jaunt made me think of another thing Mitch said GIVE P’S A CHANCE: PROJECTS, PEERS, PASSION, PLAY. (Cracks me up each time I read that title!). But, that reflection will have to wait for another time. I’m starving and need to step away from my play-filled learning, (Or is it learning-filled play?) and find some food!

Rest assured I’ll be thinking of ways to increase this type of learning in my classroom — working my innovator’s mindset — to innovate inside, and outside, the box!

 

 

 

Little Tweaks, Big Results

Innovation is not about the stuff; It is a way of

Our number of the day routine includes writing, spelling, and making a given number. We build math-muscle as we explain our thinking to each other – answering questions raised by our partner.

I love math and want my students to love it, too! Hoping to infuse a bit of passion into their routine, I tweaked the process last Friday.

Me: “Pick a number, over 20, and complete your number of the day booklet.”

Them: (with equal amounts incredulity and excitement): “Any number?”

Me: “As long as it’s greater than 20.”

Some jumped head-first into the cloud – challenging themselves more than I might have challenged them. They worked with excitement – fending off any negative feelings – as we sprawled on the carpet, and navigated the cloud together.  

Others chose safer numbers. But, they too were stretched and challenged as they wondered, discussed and devised methods to show numbers greater than 20 given only 2 ten frames and blank space.

At first glance perhaps it seems like a very small innovation. Choice. But, the result was stupendous. Trust, freedom, choice, joy, thinking, learning and growth experienced by all. What could be better?

My thinking cap is on, imagining ways to continue to tweak and innovate within our routines!