Classroom Setup 2017-18

Merriam-Webster’s sixth definition of setup is “the manner in which the elements or components of a machine, apparatus, or system are arranged, designed, or assembled.”

I love to remind myself of this definition while I’m going about my classroom setup. I am designing a system in which I, and my students, colleagues, and parents, will work, create, play, and learn. If I’m any example, creating a classroom system requires a lot of thought, reflection, iteration, sweat, and muscle!

As I worked, thought, and sweated, I reminded myself of the truth about myself and my students. We are “rich in potential, strong, powerful, competent(Loris Malaguzzi quoted in The Hundred Languages of Children, 2nd addition, p. 275). I also thought back to my MA research where I considered the environment that might best support creativity and academic excellence.

I read so many thought provoking things as I researched for my MA. I synthesized them in an article in Creative Education.  If I were writing my dissertation, or the article now, I think I might title it Managing the Classroom for Creative and Cognitive Excellence. I want my classroom setup to support creative excellence, and cognitive excellence. To do that, it has to include and support the 6 elements of Teresa Amabile’s KEYS I adapted for classroom management in Managing the Classroom for Creativity:

  • Freedom which enables and and encourages ownership, motivation, and engagement of all the learners.
  • Positive challenge which helps everyone know the tasks/skills they engage in are important and valuable.
  • Supervisory Encouragement which values work and thought, and encourages inquiry and exploration.
  • Work group support which encourages the generation and exchange of new ideas.
  • Easy access to sufficient resources.
  • Organizational Support of our shared vision and an infrastructure that enables and empowers everyone in my learning space.

I’ve finished my initial classroom set up, and am super happy with the result. There is more work to be done, but I’m ready for my learners to join me in the space.

In addition to including the 6 elements listed above, I worked on including more visibility this year. I was mindful of balancing beauty and utility. I wanted our work, vision, thought, prototypes, iterations and our creative and cognitive “mess” to be visible. It adds a richness to the space — telling our story while increasing curiosity, inquiry, wonder, learning, understanding, creativity and excellence!

 

Here are a few photos with my reflections.

Last year our maker projects where stored in a classroom cabinet. This year, some awesome maintenance people ripped out the cabinet, and I replaced it with this open shelving unit. The wall behind and beside it is covered with a large art piece my students made last year. (How awesome is that?!!!) The use of that artwork, the trays for student work, and the words on the front of the shelving unit let everyone know these things are valued and supported.

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A second smaller shelving unit — on the coolest, gigantic wheels — keeps our tools neat and easily accessible. There’s opportunity for remarkable exploration and learning through the use of these tools.

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The maker trolley has always been a part of the makerspace, but this year I am repurposing the back to hold more materials, and storing our large item bins in the open. I am hopeful this will increase use and understanding.

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The two classroom easels provide opportunities for creative art experiences outside the regular art curriculum. The second is actually a double easel – fabulous for conversation and inspiration! I love leaving the dried paint on the easels. It adds an element of beauty and history to the space, and allows for freedom as one paints.

I’m thinking about the resources I have that might enable me to store paper beneath the easels — enabling the artists to be autonomous in their work. I have some ideas I’m going to try this week.

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I love the connection between my learners’ art experience and mine (the watercolors are my work). I also like the suggestion of a connection between painting, shapes, blocks and building.

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Print is plentiful and purposeful in my learning space. I want my students to read the room and learn. I want them to become more skilled at letter recognition and use, and to be inspired — to see, read, absorb, and live, what is important.

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I love all the little print treasures in my space, so it’s nearly impossible to choose a favorite. However, I am enjoying this one quite a bit!  I wonder what it will evoke or awaken in those who see it. For me it stirs up joy, possibility, positivity, and continuing even when obstacles arise.

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And this, partially hidden gem, out of the way of traffic, is a message from me, to me. “Be a superhero every day. The kids and the world deserve it!”

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All the best to all my fellow educators. Arm yourself with another Malaguzzi truth “Nothing without joy!” and have a fantabulous year!

 

NOTE:

Whenever I write, I think of all the remarkable people I’ve read, talked with, and researched . I think about adding tons of links to each post. Instead, I offer my deep gratitude to all those who informed my research and learning,  and remind my readers there is a great bibliography at the end of my Creative Education article.

 

 

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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.

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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)

School can be amazing!

I’m reading Innovator’s Mindset by George Couros aka the Principal of Change. I resisted buying it and reading it for quite some time now because, whew, I am one busy girl. But, then I discovered the #IMMOOC – an Innovator’s Mindset Massive Open Online Course!

I was hooked!! Yes, I know, you are wondering, “Hmmm, Molly, perhaps I’m mistaken, but didn’t you just say you didn’t have time to READ the book? Isn’t a MOOC more work than just reading? Have you, by chance, lost your mind?”

What a great question! I do feel in some ways, that I have fallen over the edge into some sort of madness, lol. But, I know that feeling is not exactly accurate. My decision feels a bit mad because it will mean I get less sleep, more struggle, and more work.

However, feelings aren’t always truth. In reality the decision to be part of #IMMOOC is actually quite sane and wonderful. I get to be part of, and interact with, a huge network of people invested in their own personal learning, and passionate about impacting education (and the world) for the better!  How could anyone, much less me, pass that up?!?!!!!

So, here I am, in the midst of the #IMMOOC, unsure of where exactly we are supposed to be in the book and our blogging, but loving where I am! I’ve read some of the book, reflected, engaged in the twitter chat (And might I just say, the #IMMOOC twitter chat people had incredible energy and passion. It started at 9pm my time. By 9:40 my eyes were bleary and my head was exploding. I took the gems I had read so far, reveled in the excitement for a moment longer, toyed with the idea of staying, but decided discretion is the better part of valor, and quietly left the chat for some much needed sleep.) and now have begun blogging about the Innovator’s Mindset. So, with that said, let me get to it.

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My first “You go, man!” came in the publishers forward, when I read “School can be amazing.” Before I continue, I’d like to suggest an edit. I think it should read, “School can be amazing!” Or, even, “School can be AMAZING!”

All too often I hear people comment — in support of school NOT being amazing — “It is school after all.” Eee gads, people. School can, and should be, amazing! If it isn’t, we are doing something wrong. Learning is awesome. Exploration is amazing. Discovery is exciting. How do we go from that to “It is school after all?”

I heard Ken Robinson speak at the NAIS conference on Friday. (Magnificent as always!) He mentioned a horrifying statistic. He said “According to the World Health Organization, unipolar depressive disorders were ranked as the third leading cause of the global burden of disease in 2004 and will move into the first place by 2030.” I thought of that as I read the introduction to George’s book. George says:

“Inspiration is one of the chief needs of today’s kids. … our responsibility isn’t solely to teach memorization or the mechanics of a task but to spark curiosity that empowers students to learn on their own.  To wonder. To explore. To become leaders.” (Innovator’s Mindset p. 4)

I would add to that list, if I may be so bold:

To struggle. To fail – and  through the failure, to learn and thrive. To consider possibilities. To find new answers and new questions. To know the joy of learning. To inspire, challenge, and teach each other, and us.

I believe in the profound work we do as educators, and the (to quote my El Sistema and Reggio friends) transformative power of education. It is not, in my humble opinion, that schools can be amazing. It is that schools should, and must be, amazing.

We have the power to positively impact the future of our youth and our world. The transformative power of education, in the hands of innovative educators who believe in the incredible beauty, goodness, power, and ability of all our students, can change the future, and cause the WHO to have to reassess and change their prediction for 2030.

A girl can hope!

 

 

 

Leading for Creativity with IDEO U

Woo hoo!!! I am officially  an IDEO U student in their Leading for Creativity Course.

Tim Brown, CEO of IDEO, is one of our instructors, along with many other creatives. Oh, and did I mention there are lots of other creative types from around the globe as my fellow students?

I’ve been craving something like this since the day I finished my Creative Thinking MA, with my cohort, and the fabulous Karl Jeffries, at the University of Central Lancashire.

I’m a combination of mild nervousness and tremendous excitement as I begin working with IDEO U and my fellow learners.

Together we shall …

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Yes, that’s my plan — change the world — or at the very least, my little part.

 

 

Courageous Creativity

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Sometimes we have to show a little courage in order to encourage it in our students!

Our math coordinator felt, I think, a little left out of my Kindergarten classroom. It is a lovely space, rich in the opportunity to do math, but not so rich in the “in your face, obvious, look this is math” kind of way! I love math, yes, for real, I really do. So I thought “Let’s go all out!”

I pulled out two canvases. They were beautiful! Big, thick, pristine, white canvases. I was excited to make some sort of creative, statement piece. Something that was fabulous artistically and aesthetically, and actually said something about math.

You may recall, I’m sometimes a bit of a chicken when it comes to the big, blank, white page! And, let me remind you, this was not a only big, blank and white, it was a canvas, and not a cheap one at that. But I had no time for timidity! I had two days to create two canvases. Eeek!

I flipped through a couple mixed media art books, and came upon many ideas I thought I could use – putting paint on the canvas with an old credit or gift card, creating layers with stencils and cut paper – and perhaps most importantly, not being afraid of the process.

A deadline is not always helpful when you are being creative, but this time, it was incredibly helpful. I didn’t have time to entertain my fear of the blank page, or the possibility of destroying the canvas. I had to trust the process, the colors and me, and just do it! So I did.

It was super fun and super freeing. Hopefully it will inspire parents and students to wonder, investigate, think, share, strategize, question, problem solve, reason, make mistakes, try again and learn … even if they are feeling a bit trepidatious!

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The Crayon Initiative

Have you ever heard of The Crayon Initiative?  Me neither! Until today.

The Crayon Initiative recycles “unwanted crayons into unlimited possibilities for children.”

How cool is that?

I’m sure there are lots of people/organizations who are doing creative repurposing with crayons, but for now, I’m liking and blogging about this one! 🙂 (No disrespect to any of the others.)

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I like the process they talk about as they tell their story …

  • twirling a crayon – deep in thought
  • wondering out loud
  • asking questions
  • discovering a problem
  • being confident in their ability to discover a new way to address the problem
  • accepting the challenge to make a positive change
  • thinking
  • ideating (having ideas! Awesome word, isn’t it? Around since the 1800’s I believe)
  • bringing one of those ideas to life to “recirculate the endless supply of free materials and bring the Arts to children everywhere.

There’s a lot to love about this! The process, the creativity, the crayons (I happen to love crayons, lol.) the openness to possibility, the thought, the action, and the benefit to children and the environment.

Rock on Crayon Initiative!

Let’s follow their lead. Let’s wonder, question, think, ideate, believe, and make positive innovations!