Bill Gates said that if he was down to his last dollar he will spend it on communication with his stakeholders. Ketchum Leadership Communication Monitor, Mayidentified communication at the top-ranking attribute for effective leadership. Communication qualities Studies by Bass and Bass identified six leadership traits and recommended that to minimise leadership melt-downs, people ought to be tested for these traits before they are promoted to any leadership role — from first-line supervisory leaders to top executive.
Danah Henriksen and Punya Mishra Outstanding teachers share how they teach creatively in an age of scripted lessons and accountability.
Creativity in learning is often highlighted as a skill essential for success in Authentic leadership dissertation 21st century. Daniel Pink notes that creative thinking is increasingly necessary to accomplish goals in our complex, interconnected world, and education researchers and psychologists tout the social, emotional, cognitive, and professional benefits of possessing creative abilities Sternberg, Despite this increased attention to creativity, we still have little understanding of how to nurture and support creativity in current classroom contexts, particularly creative teaching.
Teachers and administrators face the question of how to successfully integrate creativity into teaching practice when teachers have many pressures and little leeway.
We hope to resolve a fundamental dilemma about creativity—that even as it's grounded in deep knowledge of the particulars of a field, it requires stepping outside these particulars. In other words, creative people have the ability to maintain a sophisticated knowledge of their field of expertise yet look outside the frames of that field to come up with new ideas.
How do good teachers do this? Learning from the Best In trying to enhance the teaching practices of new and veteran teachers, it's useful to consider the successful classroom efforts and impressive records of skilled teachers.
A key component of our research has been studying interviews we conducted with eight highly successful teachers—each of whom was a finalist or winner of the National Teacher of the Year award from to Henriksen, —with an eye to their creative practices.
We chose these teachers for several reasons. For a teacher to receive this award, he or she must have been found to be "exceptional" or "outstanding.
In addition, looking across applications for the National Teacher of the Year award for the same stretch of years, we found that more than 90 percent of finalists and winners highlighted creativity as a key teaching theme and gave examples of creative teaching in their practices.
Analyzing these interviews helped us identify five key approaches or guideposts for creative teaching. Here, we provide concrete examples of creativity-rich lessons and practices that our interviewees used as they observed these guideposts—and we discuss how teachers and administrators might begin to do the same.
They actively draw on outside interests and creative ways of thinking to improve their professional practice. The winners and finalists we studied had a variety of creative hobbies and interests, which they actively incorporated into classroom lessons and practices.
Besides noting outside pursuits—anything from rap music to cooking to hiking—award winners reflected on how these pursuits affected their creativity, both overall and as teachers. For instance, teachers with musical and artistic interests found many ways to weave music or art into their teaching.
These professionals connected their hobbies and creative passions to ideas or subjects they teach by seeing and deliberately exploring connections between their interests and school subjects.
Sandra, a high school English teacher and recent National Teacher of the Year award winner, said, Outside pursuits always factor into your thinking about your classroom or your students. I think that we teach who we are, and I know that I teach who I am. Whatever it is that interests you … that energy manifests itself creatively in the fabric of the classroom.
Teaching with the arts naturally becomes a key part of such connections. This could mean incorporating design activities into teaching science or having students write songs to learn a certain piece of information.
One teacher with an interest in photography, design, and visual arts has students create artistically designed "advertisements" for science concepts, such as a poster to sell the concept of chloroplasts for photosynthesis to an animal cell animals don't have chloroplasts, so students must convince them of the value of having chloroplasts or a cell wall.
Another teacher, who has an interest in rap and a talent for rhyming, has created engaging mathematics lessons that involve rapping about math ideas.
These lessons have been key to getting his students excited about math.
The crucial point is not that these teachers used art or music which some might find dauntingbut that they turned their personal interests and creativity into valuable teaching techniques.
Teachers wove in not only their hobbies, but also their subject-matter interests. For example, a middle school algebra teacher with an interest in sociology began to integrate sociology into his word problems and math scenarios.
He came up with problems and applications of mathematics that were relevant and engaging for his students. Trying This Approach The best way for teachers to start may be to take one step. Wherever possible, teachers should tap into their own interests and hobbies and begin to think of themselves as creative teachers and individuals.
The interest area doesn't have to be a direct match with the subject matter. Consider areas of crossover, where two different subjects might touch on each other. For example, one high school English teacher taught a lesson on narrative movements in a text by Kafka by discussing how these transitions related to movements in a piece of music.
During both pre- and inservice programs, teacher educators should encourage new teachers to tap into their passions. Teacher educators might assign their students to plan a lesson connected to a certain subject matter that makes use of any hobby or outside interest. This lesson could extend from something as simple as incorporating music into class to something as complex as organizing students into special interest groups to argue for or against policies directly involving renewable energy.
As teachers begin to consider how they can teach science through an artistic lens or work sociology into math problems, the curriculum becomes unique and interwoven with personal interests. Link Lessons to Real-World Learning Taking knowledge out of a vacuum and infusing it into an authentic experience ensures that creativity is grounded in relevant learning.
All the teachers cited lessons they had taught that had real-world applications. The fact that the teachers viewed "real-world" learning as creative tells us that such teaching moments often feel fresh and bring in novel thinking.
One elementary teacher described how she often started the school day with a "sky watch," during which kids collected weather data:Findings: The authentic leadership elements of relationship, heart, and purpose contributed most to the job satisfaction of the elementary principals and elementary special education teachers.
Conclusions: Possessing all five authentic leadership elements was not considered important to either the principals or the special education . Hilgart is a New York based organizational development and leadership strategy firm specializing in executive coaching, managerial training, and much more.
About Our President. Dennis Hollinger is President and the Colman M. Mockler Distinguished Professor of Christian Ethics at Gordon-Conwell Theological Seminary in South Hamilton, MA. Bachelor of Arts - Economics Major; Bachelor of Science in Business Administration (BSBA) Bachelor of Science in Business Administration - Accounting Major.
Leadership is a key predictor of employee, team, and organizational creativity and innovation. Research in this area holds great promise for the development of intriguing theory and impactful policy implications, but only if empirical studies are conducted rigorously.
Creativity in learning is often highlighted as a skill essential for success in the 21st century. Daniel Pink () notes that creative thinking is increasingly necessary to accomplish goals in our complex, interconnected world, and education researchers and psychologists tout the social, emotional, cognitive, and professional benefits of possessing creative abilities (Sternberg, ).