Source: Keith Sawyer blog, Mar 2017
How can we keep creativity alive in children?
Creative children are likely to be unusual children. They get bored with the idea of Jack’s always going up the hill with Jill. They do not accept things as they are; they do not easily settle down to their lessons as they are given to them.
The good teacher may be genuinely searching for creativity in her pupils. But she is continually defeated in her efforts by the demands of her supervisor, the politics of the local school system, the lack of space, the lack of materials, the lack of assistance, the size of the class. Given these obstacles, she is unprepared to cope with the child who uses his creativity to defeat her. The child who constructs questions that will arouse the boys to raucous laughter, whose raised hand she must therefore distrust; the child who invents secret clubs and ciphers and signals and ceremonies that turn the classroom into something strange and unpredictable.
We fail to see obstructiveness as an aspect of creativity. The teacher cannot risk disrupting the precarious balance of her overcrowded classroom. The best teacher has little time or energy for any kind of creativity, and none for the disruptive sort. But we can remedy these things quite easily and inexpensively. We can build enough schools. We can hire clerks and janitors
and guards to take much of the burdensome load off the teacher’s back. We can pay our teachers well enough to keep as teachers all those who really want to teach.
We want people who are original, creative, spontaneous, innovative. But we want them to be produced by teachers whom we condemn in a hundred ways to be overworked and uninspired, unrespected and underpaid. We would like the children of America to be creative, to learn about creativity, while we make the best change they have to learn, to respond to teaching, as uncreative as possible. There is only one sure way to develop creativity in all the different kinds of children in schools. We must cherish the creativity of all those who have elected to become teachers because they want to teach.
If we are to give more than lip service to creativity in children, we must actively support the creativity of the teacher. We must come to recognize fully the creativity of good teaching.