Ask & Analyze
"Many people believe only two kinds of people exist in the world- those who are creative and those who are not." (Burgess p.33)
This chapter was a long one, but for good reason. It's all about the creative process. And that's just it; it's a process. Creativity isn't something that someone is necessarily born with or without. It also isn't something that comes in a flash of lightning or divine intervention. "What is this creative process? To a large extent, it is the process of consistently asking the right questions." Your brain is wired to answer questions directly. It's won't think out of the box unless you prompt it to. Unless you ask yourself how to get your classes out of the classroom, you'll never find yourself outside on a beautiful day incorporating nature into your lesson! Burgess goes on to say that creativity isn't luck or genetics, it's HARD WORK! Planning! Research! Instead of asking how you're going to keep your students awake today, your question should sound something like this: "How can I make this lesson outrageously entertaining, engaging, and powerful so that my students will never forget it and will be desperate to come back for more?" (Burgess p.43) And once you have some ideas- write them down! You can't implement what you don't remember! Make sure you have materials with you at all times to be able to document when ideas strike. Keep an index card and pen in your pocket. Use one of those fabulous apps on your smart phone. I keep a little notebook in my bag at all times. Check out Google Keep; it's like sticky notes you won't lose and can put in your Google Drive! You might have the best ideas in the world, but until you implement them, they're just words on a piece of paper. Don't stop there! You were brilliant! Now be productive! If the idea is a new one, make sure you notice and document how the lesson goes. It might work right now for one of your classes, but could be tweaked easily for others. It could be a total hit! Or, it could be a total bomb. You'll never know if you don't try. I know that in this day of high-stakes evaluation, trying something new can be scary, but it's worth it! Nothing ventured, nothing gained, right? "If you haven't failed in the classroom lately, you aren't pushing the envelope far enough. 'Safe' lessons are a recipe for mediocrity at best." (Burgess p.48) Your students aren't going to be willing to go out on a limb during one of your classes unless you're willing to show a little backbone yourself. Just do it! Last, but not least: " Try to evaluate and learn from that feedback without taking it too personally." (Burgess p.48) Learn from it, and MOVE ON! We are all fallible. If a lesson tanks, well that's just another lesson to add to your experiences. A bad lesson will not kill you or your overall evaluation. Robert F. Kennedy once said, "Only those who dare to fail greatly can ever achieve greatly." Question #1 - Where/ when do you get your best ideas? What has been your best teaching idea lately? Transformation
This chapter focused on making a change in your classroom set up and in your lessons. Burgess starts out stating that you don't want your lessons to be ordinary. You want your lessons to be remarkable.
"Remarkable means that you are so exceptional and different that people talk about you- in a good way." (Burgess p.56) Focus on that last part... in a good way. You want others to be impressed with you, not looking into medicating you. :) The point is, you want your lessons to be memorable. Special. Worthy of attention and note. Burgess asks us these 2 questions: There's no way that each and every lesson is going to fulfill both of those questions. However, we can make sure that every lesson is worthy of learning if we can focus on 2 things: Positioning and Reframing. Positioning: Putting your information in the front of your students' minds... and keeping it there! "Position your content as if it's amazing!" "If you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it." (Burgess, 62) We all want to know the purpose behind learning something new. "Why do I need to know this" was always a famous question or "Will I ever need this information again?" Providing the WHY - or the purpose - allows students to put meaning behind the topic. Dave provides examples of how companies use this tactic often to 'stand out' in the noise of society. In your classroom make sure you have the information students need front-and-center, along with yourself! Bright colors, sounds (music maybe?), pictures... something to catch the eye! Make it pleasing and interesting. Make it stand out in the noise of life. Reframing: "Reframing involves providing a new context for the material that helps to break down the negative associations many students come to class with."(Burgess p.62) In other words, reframing is taking something that might not seem great, and turning it into something magic. Your students might think they hate math, but that's because they've never experienced math your way! My own children hated vitamins, until I found Gummy Vitamins! Everything is better as a gummy! Bath and shower times were also difficult time, until we reframed the experience as "spa time" for my daughter and "water races" for my son. Now, I can't get them out! Sometimes all a lesson needs a just a spoonful of sugar - Mary Poppins' style. Or, fairy dust. Or, Disney/Google in general. Whatever you use, make it worth your time and more importantly, their time! QUESTION #2: How have you used either positioning or reframing in your teaching? ENTHUSIASM
If you're not enthusiastic about your lesson, how can you expect your students to be?
"If you apply nothing else form this book, but you consistently ramp up your enthusiasm level in the classroom, you will be far ahead of the game and a dramatically better teacher." (Burgess p.65) Burgess goes on to say that he would rather hire an enthusiastic teacher than a brilliant but teaching who is just 'punching the clock'. "An enthusiastic teacher can learn technique, method, and strategy, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher." (Burgess p.66) Ouch. That's a little harsh, huh? But think about it. An enthusiastic teacher is like a happy puppy- eager to please and learn new tricks. A burned-out teacher knows all the tricks and doesn't want to learn any more. I'm not going to lie, there are times when I begin the day like the first illustration, but end the day looking like the second. Not a pretty picture, but you understand the sentiment. The only way to have an energetic and engaging classroom is to be an energetic and engaged teacher- and it's exhausting! Then I have to go home to 2 of my own and they want snacks, and dinner, and playtime, and clean clothes so I start laundry, and baths, and bedtime stories, and just one more kiss and hug... you get the picture. So, how can we be enthusiastic teachers/leaders day after day without becoming completely burned out? Your day is going to have plenty of ups and downs. The important thing is being able to focus more on the ups. If you're able to focus on something that makes you happy, it will help you keep your energy when you're faced with something less pleasant. Find an enjoyable aspect of the lesson you're teaching and it will help you sail through any more difficult times. QUESTION #3: What do you do to help keep your enthusiasm alive? |
