Ideational Code-Switching Creativity In The Classroom

Negative impacts of an education system lacking creativity can be resolved, but only upon its encouraged return. Of course, this involves the obvious-tailoring activities to have an artistic aspect, even if it seems unneeded or irrelevant. But further expansion necessary to reach full potential in schools requires promotion of positive ideals regarding it along with supports for it. Involvement can benefit people in a classroom by serving the purposes of developing social skills and individualizing concepts. Ellen Skinner and Michael Belmont from the Journal of Educational Psychology wrote Motivation in the Classroom, an article analyzing behavioral effects on engagement to learning, in which they documented experience and motivation of
Usage of creative assignments and activities bring students to be more expressive and outgoing, so they are comfortable with doing a variety of activities. In essence, incorporating creativity allows a student to push themselves academically, while simultaneously testing the teacher’s tolerance. Ronald A. Beghetto, assistant professor at the University of Oregon, wrote the article Ideational Code-Switching: Walking the talk about supporting student creativity in the classroom, which states “Negative stereotypes about creativity result in teachers believing creative expression represents disruptive, deviant, or otherwise undesirable classroom behavior, so it is critically important for teachers to recognize that creativity involves a combination of originality and appropriateness” (Beghetto). However, organized projects with set rules and goals help control the creativity to be acceptable. Also, with proper supervision, which is part of teachers’ classroom behavior management, recognizing any violations should come with ease, and allow them to maintain control by terminating them. A teacher’s choice to incorporate individuality into schoolwork as an alternative to chaotic, exploratory activities will make creativity available as a productive
Expanding their knowledge beyond the narrow pathways presented where following one repetitive step and checking their work always leads them to the correct answer leaves openings for complex learning with the same or fewer number of tasks. They discover multiple techniques to find there are many correct answers. Divergent Thinking, Creativity, and Giftedness by Mark A. Runco of California State University discusses use of divergent thinking tests as an estimate for potential creative thought and how this reflects giftedness (Runco). Students who are forced to find less obvious answers and leave their comfort zone will be more likely to succeed; by asking them to use creativity, this appears as a direct result. Without having an option to take the easy way out, they will be forced to think deeply over each topic studied in class. Using activities with creative learning points can accomplish this too because continuing the multiple versions of a lesson cannot occur unless students can distinguish the ideas they have for each. Organization through critical thinking can build understanding to