Creativity among children is something I desire to see. We
have succumbed to a time where our eyes are glued to some type of screen and
our ability to be creative is being given to us by using “apps”. We’re all
guilty of it and we see it happening with our youth. Creating creativity in the
classroom is a great way to stimulate the child’s mind. A boy in my classroom
is fascinated with dinosaurs and most of the time he can tie them in with
whatever subject we are learning. His mind is always turning because he found a
way to express himself while maintaining the appropriate work. Teachers are in an
excellent position to encourage or discourage creativity through their
acceptance or rejection of the unusual and imaginative (Wilfolk 342). As long
as he is following his work’s expectations, his imagination is encouraged
because we see the increase of positive behavior.
Group work is something I often found fun and fulfilling.
Anytime in school that we were allowed to work in groups was like a vacation in
the classroom. Benefits included: being able to sit and talk with your friends,
split up the work, and just take a break from the day to day instructor. With
this being said, there are definite problems group work can cause. In every
group the work never seems to be distributed evenly and one member always does
the least amount of work. Good friends may overlook it, but what does that
promote in the grand scheme of things? In Wilfolk (373), we learn about a scenario
where two kids were given 2 separate grades: one for their individual work and
one for the group collaboration. We later find out that one student received an
A on their individual assignment and a C for their group work all based on the
fact that their partner did not contribute anything. Should students really be
punished for something they have no control over, or is instilling a sense of
accountability? Accountability is essential because as adults, we know that we
can still receive a negative consequence for the actions of others
.
Development of self-regulation is something we all seek as a
kid (and also as an adult) because we want to be able to function on our own.
From the beginning we are being told what to do and how to do it correctly. Co-regulation
is a transitional phase during which students gradually appropriate self-regulated
learning and skills through modeling, direct teaching, feedback and coaching
from teachers, parents, or peers. Shared regulation happens when students work
together to regulate each other through reminders, prompts, and other guidance
(Wilfolk 410). As kids progress through school you see a sense of leeway. In
kindergarten, we all go to the bathroom as a class, the boys with the boys and
the girls with the girls. Skip ahead a few years, now we see that the students
are able to ask to use the restroom and if given permission they may go by
themselves. Go to the college years and we see students leaving as they wish.
Teachers do a great job handing out responsibilities because they can decipher
the age of gaining maturity. I remember in my 5th grade gym class, a
student acted out and when the teacher asked who it was no one replied. We were
always reminded that we represent our class and any inappropriate behavior will
hold the entire class accountable. Since no one fessed up to it, we all had to
write a single line punishment a thousand times. As much as that was not
pleasant to do, it prepared us for future situations.
No comments:
Post a Comment