Teaching Creativity and Individuality

Autumn Helton
It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
Albert Einstein
A students success cannot be adequately assessed using GPA and standardized testing. It
is my belief that the emphasis educational systems place on these numbers can be detrimental to
students, as it teaches them that only a few different types of intelligences are important. This
can take its toll on student mindset and evaluation of self-worth. Instead, educators should
encourage students to use creativity, develop unique skills, and think critically. As a middle
school teacher candidate, this is especially important to me, as I work with students who are
beginning their search for distinct identities. By providing reflective activities and assessments
that are geared towards all types of learners, I hope my students will be able to cultivate their
skills and find value in their work.
Education is the kindling of a flame, not the filling of a vessel. Plutarch
Learning is a traditionally industrialized process in the United States. A common analogy
likens schools to factories, where teachers use standardized information to mold students as they
progress down a conveyor belt. This socially-efficient method is said to prepare students for the
workforce, however, the process is dehumanizing, as students are viewed as unfinished products,
rather than unique individuals. The purely systematic learning environment may cause students
undue stress, as academic worth is measured through assessment of only materials deemed
important. Students may also find school to be boring and monotonous, which could lead to a
negative perception of learning as a whole (Schiro, 2008).

In order to combat these adverse prospects, I believe teachers should engage students via
learner-centered instruction, an approach which focuses on the individual needs of students
(Schiro, 2008). While one-on-one or small group learning is not always practical, teachers should
make an effort to interact with individuals as much as possible, so that an understanding of
backgrounds, abilities, and interests may be achieved. Once teachers are familiar with their
students, they may make appropriate accommodations to lessons, activities, and assessments, to
ensure all students are given opportunities to learn and express themselves.
One of the most important theories for learner-centered teachers to understand is
Gardners Multiple Intelligences. This theory, which states seven to nine types of intelligences,
can be used to evaluate the strengths and weaknesses of each student (Sternberg, 2008). By doing
so, the teacher is given an idea of what instructional strategies may be best for his or her
students, as well as which ways each individual might prefer to be assessed. For example, if I
were to assign students a book report, I would let them choose their own method of presentation.
A spatial learner might bring in a poster, a musical learner might prepare a song, and a bodilykinesthetic learner might act out a skit. These different forms allow assessment of the students
comprehension and language skills while giving the student the opportunity to be creative and
develop their unique skills.
If the structure does not permit dialogue, the structure must be changed. Paulo Freire
As a learner-centered teacher, I also believe it is my responsibility to instill in my
students an appreciation for individuality. In order to do so, I will have an interactive classroom
environment, where students are encouraged to share their ideas and experiences. I will have
regular whole-class discussions regarding moral dilemmas encountered in our texts. Students
will take turns sharing their thoughts and will be expected to be respectable of others. When

disagreement occurs, students may provide constructive and courteous responses, but in the end,
they must agree to disagree.
I will also have students work regularly in groups. Think-pair-share can be factored into
nearly every lesson as a quick way to get students sharing ideas (Eggen, 2012). I will implement
mixed-ability groups, which will be restructured each time. In each group, students will be
assigned a task that is appropriate for their skills and interests. This way, each group member has
something to contribute. My main goal with these group activities are to get students to interact
with others outside of their social circles, so that they can begin to recognize and value
differences.
With learner-centered instruction, supported by class discussions and mixed-ability
grouping, I hope to foster a sense of self-worth in each of my students, as well as an
understanding and appreciation for diversity. These strategies should help my students develop a
positive growth mindset, so that they may find value in their lessons, take pride in their work,
and become lifelong learners.

Works Cited
Eggen, P., & Kauchak, D. (2012). Group Work, Cooperative Learning, and Discussions. In
Strategies for Teachers: Teaching Content and Thinking Skills (6th ed., p. 97). Boston,
Massachusetts: Pearson.
Schiro, M. (2008). Social Efficiency Ideology. In Curriculum theory: Conflicting Visions and
Enduring Concerns (2nd ed., pp. 57-97). Los Angeles, California: Sage Publications.
Sternberg, R., & Williams, W. (2008). Individual Differences. In Educational psychology (2nd
ed., pp. 127-129). Boston, Massachusetts: Merrill.