SAVING THE CREATIVE TEACHER:

AN ENDANGERED SPECIES OF INCOMPARABLE VALUE Bobbie CarrollEnglish 252

once did a field experience for nine weeks in a second grade classroom. I was appalled at the rigidity of the curriculum. Not only did the students seem bored and uninterested in pursuing more than the bare minimum, but the teacher seemed frustrated with her role. She felt more like a facilitator of someone elses

teaching style than an actual teacher. She felt hopeless, and could not figure out how to reach her students while still maintaining high test scores. Her class, though uninterested in learning, had learned the importance of high scores and did well enough on the tests to make them seem like good learners, but as an educator, she knew that they had still not learned to thirst for knowledge. Because the United States of America has placed such rigid expectations on educators, and thus, students, many teachers are at a loss for how to make learning fun for their students. These creative teachers, who are some of the teachers students used to remember the most fondly, have to find new ways to incorporate their creative ideas for student learning around rigid rules, time restraints, and standards. Teachers go into education for various reasons, but most do so at least partially because they love children, their subjects, and learning. Rather than giving up on their passions, creative teachers must find ways to expand and invigorate standardized curriculums with creativity and energy. While a standardized curriculum is admittedly not the most conducive environment for creative teachers, these teachers can thrive and incorporate their ideas into the context of standardized curriculum in a way that will be beneficial for all students.

Because the United States of America has placed such rigid expectations on educators, and thus, students, many teachers are at a loss for how to make learning fun for their students.

WHY DO WE HAVE STANDARDIZED CURRICULUM?

There was a time when a visitor could enter any two classrooms in a school knowing that he or she would encounter two unique educators teaching two unique lesson plans, but the face of education has changed since No Child Left Behind (NCLB) was initiated. In Beyond NCLB: Fulfilling the Promise to Our Nation's Children, the Aspen Institute cited a report from the Center of Education Policy that stated: [T]eaching and learning are changing as a result of NCLB. Administrators and teachers have made a concerted effort to align curriculum and instruction with state academic standards and assessments. Principals and teachers are also making better use of test data to adjust their teaching to address students individual and group needs. Many districts have become more prescriptive

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about what and how teachers are supposed to teach. Some districts encourage teachers to follow pacing guides that outline the material to be covered by different points in the school year. (Rentner et al. 2006) Curriculums are increasingly standardized, and many teachers have lost the freedom to choose how and what to teach their students. This standardization is an effort to ensure that all students receive the same education regardless of race, socioeconomic status, and other indicators. By standardizing curriculum, states, districts, and schools are able to more easily monitor the things students learn in preparation for the high stakes testing that determines the allotment of federal Title I funds. In addition to standardized curriculums, each class is to be led by a Highly Qualified Teacher, defined by NCLB as a teacher who has: a bachelor's degree, full state certification, as defined by the state, and demonstrated competency, as defined by the state, in each core academic subject taught by the teacher. The core academic subjects defined by NCLB are English, reading or language arts, math, science, history, civics and government, geography, economics, the arts and foreign language. (Reese) These efforts were instated to grant quality education to all American students. Whether or not NCLB is helping or hindering students is a hot topic even outside of education circles, but it is a raging debate within schools, districts, and states. Some educators believe NCLB has brought about a dawn of increased learning while others argue that it has forced them to teach strictly to the test. The author of Diary of a Public School Teacher, a well-read blog stated, sometimes, I feel like a robot, I am micro managed every second, minute, hour, day, week, month, of the school year. I feel like a body in the room, programmed to teach not only what they want me to teach, but also how to teach it, and when to teach it. Regardless of teachers stances, they must teach to federal, state, district, and school guidelines or risk losing their jobs.

THERE IS HOPE.
Unless we want to raise a generation of learners with no interest in knowledge for knowledges sake, we must go above and beyond the standardized curriculum.
Unless we want to raise a generation of learners with no interest in knowledge for knowledges sake, we must go above and beyond the standardized curriculum. Standardized curriculums are good in many ways. They certainly narrow the gap between good teachers and bad teachers, but unfortunately the gap is partially narrowed by excellent teachers slipping closer to mediocre. Many veteran teachers have been forced to change the curriculums they tirelessly developed over the years for unfamiliar, and sometimes boring, standardized curriculums. These curriculum changes may have caused creative teachers to lose faith in themselves and their teaching methods. Many teachers ask themselves if there is any value in their curriculum ideas. How can teachers best teach students what they need to know (as defined by state standards and standardized curriculums) while instilling in them a thirst for knowledge? The good

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news is that there is always hope. Teachers should not feel like they have to lose their passion in order to teach from a standardized curriculum. The first step is to recognize that there is hope, and that every teacher can make a difference. Students respond to teachers who care. Even just seeing continued efforts to make learning fun will help students enjoy learning more and gain a greater respect for knowledge and learning.

DEFINE THE TEACHERS ROLE.

Teachers are not robots, parents, or babysitters. Teachers are a special breed of caregivers that do more than just care. They instill knowledge, inspire, and encourage students to reach their greatest potential. According to Teachers Get Personal about Teaching to Survive NCLB, When teachers think about their motivating purposes, letting them slip deep into consciousness, renewal begins. Sometimes renewal is aided by writing purposes down in simple phrases or sentences, by talking about them, by reading about them, and by pledging on a regular basis to schedule activities to further them. (NAME) Teachers should define their role and reflect on the reasons they decided to enter the teaching profession. Understanding motivation will enable teachers to focus the small amounts of discretionary time they have during standardized curriculum on fulfilling enrichments that will help them feel at home in the classroom and to truly shine as educators.

Understanding motivation will enable teachers to focus the small amounts of discretionary time they

CHECK YOUR ATTITUDE AT THE DOOR.

Teachers should approach standardized curriculums with a positive attitude, recognizing that regardless of whether or not they work or could use some improvement, they are an attempt at equalizing education for all students. Because students are likely to pick up on the attitude of the teacher, a negative teacher will likely see negative responses from his or her students. On the other hand, a teacher who embraces positivity will see his or her own enthusiasm for learning mirrored in the actions of his or her students. Students respond well to a sense of humor. Making jokes in the classroom will help students connect to the teacher and enjoy learning. Using jokes as attention grabbers to begin lessons is a quick and easy way for teachers to incorporate their own creativity into standardized curriculums. Because jokes do not take much time, they are a simple addition to a concrete lesson plan.

have during standardized curriculum on fulfilling enrichments that will help them feel at home in the classroom and to truly shine as educators.

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FIND A TEACHER WHO DOES IT WELL.

Every teacher has a role model. Some of them may have been from his or her own education, but many times these role models are right next door. By taking advantage of the human resources available to them, teachers can learn new ways to incorporate creative ideas into the standardized curriculum. New teachers should especially seek out model teachers to help them get acquainted with the schools practices and give insights into ways to keep students interested in the less interesting parts of the curriculum. According to Teachers Get Personal about Teaching to Survive NCLB, Teachers can improve when they target one or two fellow teachers to learn from. These would be teachers who share similar beliefs and dreams and who are confident, generous, and far along as professionals. Quiet, distanced observation of such models is a good beginning, but letting the models know specifically what is admired in their teaching and asking directly for aid can help make these unofficial relationships more productive. Brief moments spent in relaxed, informal conversations about problems and successes can also help teachers improve. (page 14)

Good professional relationships can help each teacher improve his or her teaching without going through as many trials and errors to get to positive results.

Teachers should not be afraid to network with each other and learn from one another. Good professional relationships can help each teacher improve his or her teaching without going through as many trials and errors to get to positive results.

INVOLVE LEADERSHIP.
Most principals and administrators show gratitude for their teachers in a number of ways. Teachers should take advantage of opportunities to communicate with the leadership in their schools and districts. Because teachers are on the frontlines of education, most principals and administrators are interested in hearing their ideas and successes. In Nurturing Teachers in the Famine of NCLB, June Million discusses some of the ways that principals have chosen to help teachers succeed. From using their own money to buy supplies and covering classrooms for half hour periods to using humor and praise to raise teachers spirits, these ideas all had a single purpose to make teachers more effective by raising their morale. (NAME) Because principals and administrators are integral in the decisions regarding school governing, it is important for teachers to maintain relationships with them. Obviously, ongoing problems in the classroom should be discussed with the principal, but so should successes. Principals should hear about the positive things going on in classrooms so that they can have access to information that only teachers can receive through their close contact with students. If something works, share it with the administration so that they can help other teachers learn from successes.

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Teachers are not the only ones responsible for their teaching style. Principals and other administrators can do many things to help creative teachers succeed within the context of a standardized curriculum. By ensuring that teachers have enough time, space, and funding for creative curriculum ideas, principals and administrators can give their students the guarantees provided by a standardized curriculum without sacrificing the excitement that naturally occurs in the classroom of a fulfilled, creative teacher.

READY, SET, GET CREATIVE.

Every subject, grade level, and teacher is different. Each class needs different things in order to succeed. Teachers who are open-minded and willing to go beyond the standardized curriculum will help their students enjoy learning in addition to passing the tests. By working with the standardized curriculum rather than fighting against it, teachers can instill a passion for knowledge in their students without fear of losing their jobs. Getting creative and enlivening the classroom can begin with defining the teachers role, having a positive attitude, learning from others, and involving leadership, but it cannot stop there. In order to truly succeed as educators, teachers must constantly find new ways to improve upon their practices. By fusing creativity into the modern classroom, creative teachers can find hope in the midst of standardized curriculums.

By working with the standardized curriculum rather than fighting against it, teachers can instill a passion for knowledge in their students without fear of losing their jobs.

WORKS CITED
Aspen Inst., Washington, DC. "Beyond NCLB: Fulfilling the Promise to Our Nation's Children." Aspen Institute, The (2007): ERIC. EBSCO. Web. 11 May 2011. Bunting, Carolyn. "Teachers Get Personal about Teaching to Survive NCLB." Education Digest 72.5 (2007): 12. MasterFILE Premier. EBSCO. Web. 11 May 2011. Hill, Deborah M., and Marlene Barth. "NCLB and Teacher Retention: Who Will Turn out the Lights?."Education and the Law 16.2-3 (2004): 173-181. ERIC. EBSCO. Web. 11 May 2011. Million, June. "Nurturing Teachers in the Famine of NCLB." Education Digest 70.9 (2005): 16. MasterFILE Premier. EBSCO. Web. 11 May 2011. Reese, Susan. "The Highly Qualified Teacher Under NCLB." Techniques: Connecting Education and Careers 79.8- (2004): 33-35. ERIC. EBSCO. Web. 11 May 2011. I Am Mrs. Smith (Spoken Robotically). Diary of a Public School Teacher. Blog. 22 May 2011.

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