Post 4: Creativity and Teams

Hennessey and Amabile (2010) explore the study of creativity, the creative process, and what supports and what hinders it, in their article, "Creativity". One aspect that they examined in detail was the research available on the effects of a group or team environment on creativity. This is especially relevant to how school teams and families work together to address problematic behaviour.

Their review showed that diversity within a group can create social division that is detrimental to working creatively and collaboratively together. For diversity within a group to have a positive influence, interpersonal congruence (group members seeing others in the group as those others see themselves) needs to be in place. Polzer, Milton, and Swann (2002) further explain that when people believe that others in the group see them congruently it builds trust for the individuals that their ideas and voice will be valued and there will be little need for defensiveness or justification. If a classroom teacher, who was experiencing the problematic behaviour in their classroom, felt that their background, skillset, and experience was understood and valued by everyone else in the group, then the team could begin working at creative problem solving more quickly and efficiently.

Hennessey and Amabile (2010) further discuss 'psychological safety'--an environment where people feel that their input into a particular group setting will be received positively and with an open mind: "Psychological safety is crucial for creativity in organizations because creativity involves so much risk-taking, experimentation, and frequent failure"(p. 584). This idea connects well to creating safe spaces as outlined by Elaine Alec's book, Calling My Spirit Back (2020) in my previous post. Both of these articles that I have looked at here point out that diversity within the group are potentially beneficial, if the group is managed effectively. Polzer, et al (2002) suggest starting the group early with honest and upfront feedback on the group's view of what others in the group will bring and provide to the team efforts. While this could cause a significant rift if a viewpoint suggests a negative perception of another, the research shows that establishing the right working environment is likely worth it.

Hennessey, & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61(1), 569–598. https://doi.org/10.1146/annurev.psych.093008.100416

Polzer, J. T., Milton, L. P., & Swann, Jr., William B. (2002). Capitalizing on diversity: interpersonal congruence in small work groups. Administrative Science Quarterly, 47(2), 296+. https://link-gale-com.proxy.queensu.ca/apps/doc/A93463213/AONE?u=queensulaw&sid=bookmark-AONE&xid=f9280f3f

Comments

Post 5: Curriculm Changes in British Columbia

This week's assigned readings that spoke to how curriculum is influenced and how complex any type of reform in education can be inspired me to look in more depth at the British Columbia curriculum which was redesigned in 2015. The changes to the B.C. curriculum were implemented in 2015, however the changes coming were being presented to the public and educators in 2012. Enabling Innovation: Transforming Curriculum and Assessment i s an article published by the B.C. Ministry of Education that described the process that guided the reform. Input and recommendations from the Curriculum and Assessment Framework Advisory Group (comprised of non-specified partner groups and academic institutions), and which supported by Regional working teams (consisting of involved principals, superintendents, district staff, teachers, parents, school trustees, and students): increased flexibility in learning to allow for students to explore personal interests flexible instructional design that allows f...

Post 1: 2 Worlds, 2 Legs, and Moving Forward

I have recently been introduced to the pharse, walking on two legs , although it would seem I've been doing so my whole life. Walking on two legs is a term that represents combining Indigenous ways of knowing and being with Western knowledge and ways of living. Growing up with an Indigenous mother and non-Indigenous father, I experienced the phenomenon of experiencing both worlds and the feeling of not fitting in entirely with either. As an adult, I was able to appreciate the experience and value the gifts and gifts that each perspective has brought to my life. In a public school system, I have experienced as a student, a parent, and as an educator the effects of a colonized classroom and public chool system. I am also the daughter, niece, and cousin of residential school survivors. As an educator, I feel the responsibility and motivation to improve the school experience for all students--and for students who are struggling in particular. I recognize the privileges I have had the o...

Post 2: Supporting Classroom Teachers in Implementing Behaviour Supports

In my past 15 years of teaching, supporting students with exceptional needs has been prominent for me both as a general classroom teacher and as a Learning Assistance Resource Teacher supporting students and teachers with plans and resources. Typically in my school district, we work under the framework of a Three Tier Model for behavioural support: Tier 1 addresses the entire school population. Clear expectations and rules are taught and procedures are outlined and supervised. There are consequences in place when students do not follow these outlines and school or class-wide expectations are revisited often. Image from pbis.org Tier 2 applies to a smaller school population and will involve some reteaching and supports. This may involve a small group reviewing lunchtime rules during a lunch hour or a points system within the school or classroom that has items or activities that specifically motivate students exhibiting problem behaviours. Thi s level of support will l...

Connections and Relationships

Search This Blog