Starko Chapter 9

Thinking About the Classroom

“Psychological safety requires that every child in your room feel accepted, important, and valued. Examine the images of children and adults found in your room. Consider those in textbooks, posters, calendars, and any other available materials. Think about the mixture of genders and races portrayed. Will it support psychological safety for all your students? Does it suggest you believe everyone has important things to contribute” (Starko, 2010, p. 246)?

In all of the classrooms I have observed, I have only seen white culture decorations that surround the room. I don’t think teachers do this intentionally; however, I do want to be the teacher who tries to share all cultures in my classroom. This goal is a process and it costs a lot of money. If I take it year by year, I can add things to make my classroom unique and comfortable to all students. I have been in a classroom and other rooms where I felt like I didn’t belong because of the messages from the decorations.

Starko: Chapter 6

Thinking About the Classroom

“Look through magazines or gift catalogues. On your own or with your students’ help, collect pictures that illustrate the use of each of the SCAMPER verb in developing new products. You may want to use the pictures to create a bulletin board. Younger students can use the examples to learn about inventing, while high school design students can use it to spur or improve their projects. Alternatively, either group could pick a common household item and use the SCAMPER verbs to plan ways to improve it” (Starko, 2011, p. 134).

I think that the magazine clippings would be a great activity for students to do when they first learn SCAMPER. They have to creatively think and choose objects that represent each verb. Choosing a household appliance and assessing the features that can be improved by SCAMPER is also a great way to learn what each letter represents. The students would have to organize their ideas and present it to the class. After presenting their ideas, they would post their projects on a bulletin board that has SCAMPER at the top. This board would be a great resource for the students.

Starko: Chapter 5

Thinking About the Classroom

“Pick an experience you usually take for granted – eating a favorite food, looking at a tree, listening to the sound of rain – and try to be more open to the experience. Use all the senses you can. Plan an activity for your students that allows them to do the same” (Starko, 2011, p. 99).

People can feel the seasons. The other day, I came home and wanted to watch HalloweenteenTown and carve pumpkins. It was a beautiful, fall day. The trees were bright and colorful. People have small traditions they do within their family during certain seasons, but with our busy lives, we usually do not take the time to do them. I was not able to carve pumpkins the other night, and I felt sad about it. For my students, I would plan a nature walk during the main seasons. After, I would give them a class period to be “open” with the experience. How does the season (fall, winter, or spring) make them feel? What experiences do they have during this time of year? For students who may not have great experiences during this season, I would take the time to help guide the students to create their own experiences. They do not have to be the same as their neighbor or mine. It can be as simple as snuggling a pillow on a cold, fall day. They have to write about their experience with their five senses in mind.

Starko: Chapter 4

Thinking About the Classroom

“Creative efforts are not always accepted by the field at the time they are initiated. Make a bulletin board of Great Failures to help students understand that new ideas are not always immediately appreciated” (Starko, 2011, p. 67).

I am not one who tries new things. I like to stay in my comfort zone. Being rejected is out of my comfort zone. It is also out of many students’ comfort zones. A bulletin board showing how people were not appreciated and failed would encourage students to strive for their goals. They may be more apt to take risks knowing that people can be successful. Everyone has a story to tell regarding risks. I would have the students write about a time they took a risk. Why was this situation considered a risk? What was the result? After, I would have an assignment where it gave students an opportunity to take a risk regarding school.

Starko: Chapter 3

Thinking About the Classroom

“Those of you who like to play with digital photography may want to experiment with Rothenburg’s homospatial process. In one exercise, place two photographs side by side and use them to stimulate a writing or art activity. In the ext class, try using two photographs that have been merged into a single image. See if you notice any differences in the originality of processes” (Starko, 2010, p. 49).

Rothenberg (1990) believed that the homospatial process inspires students to create metaphors. By doing both of these exercises in the classroom, I can see how creative my students can be regarding the homospatial process. Some students may feel uncomfortable describing the pictures because they do not want to be wrong. Others, however, may view this activity as challenging and fun. I would use the images for creative writing at first. I would assess their creativy through their writing responses. Exposing all students to this activity can help them look outside the box. After using this process for the first time, I would have an open discussion about what everybody wrote. I would explain to my students the different ways to interpret the image. If my students really enjoyed this exercise, I would follow up with an art exercise. Students would have to create their own images side by side or that have been merged. Once they are completed, I would project the student made images on the projector screen and discuss with the class about the meanings of the image.

Starko: Chapter 2

Thinking About the Classroom

“Visit a place or event in which a culture that influences your students is expressed. This might be a local cultural center, festival, performance, or museum. Observe the multiple ways that creativity is expressed and values that are represented. Consider how they could be integrated into your curriculum” (Starko, 2010, p. 26).

I would consider the race of my students before planning cultural trips because if my students could relate the information to themselves or to their friends, they may have connections that result in their understanding. I would also take location into account. Not all cities and towns offer cultural experiences. If I were teaching in Great Falls, I would arrange a field trip to the buffalo jump in Ulm, MT. There are many traditions that students can learn about. The buffalo runner is one of them. Also, I could try to take them to the tribe’s headquarters here in town. They could learn about the conflict this tribe has undergone. Students can be creative by inquiring why things are the way they are. I could give them pieces of information for background knowledge, but they have to fill in the rest of the story. For example, after visiting the tribe headquarters, students have to explain why the tribe is not considered a tribe. Another question they could answer is do they think this group is a tribe although the government does not recognize them. Why or why not?

Starko: Chapter 1

THINKING ABOUT THE CLASSROOM

“Examine a book on creative activities or creative teaching. For each activity, identify the person who has the opportunity for original or innovative thoughts. Is it primarily the author, teacher, or student” (Starko, 2010, p. 16)?

Books that are made with creative activities/creative teaching give both students and teachers opportunity for original or innovative thoughts. Teachers can look up activities and create their own work for their students. The book that they reviewed may have inspired them to think a specific way. Students also have the opportunity to be creative. If teachers give them an activity from these books, students can make the assignment their own.