Creative teachers or creative learners?


Minibooks created in Christine Wilson's session | Photo: Christine Wilson

Among the great sessions at the IH Barcelona ELT Conference this last weekend there were several on the subject of creativity, with the suggestion being that we should all be creative teachers.

I didn't get to see Christine Wilson's session but that's what I understand by creative and it always worries me that treachers are frightened off by the term "creative", in the Picasso sense of the term. Most of us are not particularly creative in that sense — or least we don't see ourselves that way.

Below, another of the suggestions [see further details] made in my own session, which came from Susana Ortiz, possibly one of the most creative people I've ever met in a school staffroom:

Doodled by learner

The suggestion was that learners who don't have digital photographs of significant moments in their lives (things from childhood, the birth of a child, weddings…) to bring to class to talk and write about can nevertheless picture those; and if they can picture them in their heads they can describe them to a partner…

We can get them to get their partners to draw those images, as in the example above, which makes an amazing "information gap" activity. ("Draw", as I suggested in my session, is also perhaps an off-putting word, too. Let's make that doodle, because no one can be "bad" at doodling!)

If we do that, we're not necessarily being creative ourselves but we will be asking our learners to be creative: it's not the teacher that should be doing all the work of making things, creating images, and slideshows and videos — it's the learners that should be doing all that.

In one of his wonderful sessions, Kieran Donaghy said the following:

Everyone is a filmmaker

Everyone — not just the teacher, that is. Couldn't we use all that technology in their pockets to get our learners to make movies (even if we're talking just a minute, or less)? You don't have mobile phones available? Being "creative" is finding ways round problems: make them on the kind of digital camera there in the image above! Why be embarrassed by it if it's fun?

Another brilliant session: Lindsay Clandfield on Six reasons to love lists. My daughter (18) caught me the other day adding to one of my lists — things that make me grumpy:

  • Unnecessary photocopying and printing
  • People that don't let you get off the Metro before they attempt to get on
  • Supermarket queues
  • People defacing great graffiti
  • The power of Google, and how we've surrendered to it
  • … and a very long list of others!

She then sent me one of her own — 100 things she loves:

  • Finally untangling my earphones
  • The lyrics to No Surrender
  • Campfires
  • Crossing out the exams I've done from my agenda
  • … and 96 more

Getting our learners to make (and discuss and share) lists like that is making things, and doesn't actually require us to be that big-C Creative.

Where we possibly do want to be creative is in finding new ways to do old stuff. I think it was Anthony Gaughan who suggested in his session that he'd taught 60 or 70 CELTA courses; I wondered how many times I've taught the present perfect since I first did so in 1979?

My #1 tip: trash all but the very best of your lessson plans and find a different way to teach it next year and never go back to last year's lesson plan and just teach that: that's creative — or it will be if it involves your learners doing and making things.

I think we do want creative learners in creative classrooms, but I'm just not sure any of us really need to be Picasso to achieve that.

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  1. I agree with what you have said – actually my point was very definitely for the teacher to be an enabler of creativity in the classroom, not there to show off their own abilities. Every person is creative, and it's about recognising your own way, and enabling others to find theirs.

  2. Thanks for the comment, Christine.

    It is going to help if the learners have a super creative person as a teacher, like yourself, of course 😉 !

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