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Teaching as a creative act

Today’s post is a bit different. I am writing this summer each day about some aspect of my activities in the classroom. In so doing, one thing I have recognized is that my teaching is a creative enterprise. Thinking up new activities and innovative ways to get students to engage with my classroom material, which happens to be art history, is a creative pursuit. I declared that my teaching is my creative “Thing” after finding and listening to episodes of The Creativity Habit podcast by Daphne Cohn.

Today I was listening to the episode with Glenis Redmond, who is a poet. Glenis declared herself to poetry and noted that she lives her poetry with 100% of her experience.

This made me wonder: do I declare myself 100% to my teaching? Do I always come to the classroom with every piece of my being focused on my students? Or do I sometimes hold back in my classes? I know that most of the time I fret about what I have planned will really work out. Is this just part of the creative enterprise? Is this what every artist does? I know that questioning/wondering/fretting makes me a better teacher. But is it also holding back from being fully present in my classroom?

One of my intentions for the new academic year (it’s summer, and, yes, I am already thinking of the fall term and making plans!) is to be more fully present in my classroom. To go in 100% ready all the time.

I guess I’m recommitting to that experience for myself and for my students. After 20 years of teaching, I suppose I will always wonder if my activity for the day will flop, or if I will fail to once again get that one kid in the back of the room to tell me what s/he’s thinking. But maybe noticing that student in the back of the room is being fully present. How many times when I simply lectured did I not notice if someone wasn’t paying attention? With a classroom that demands attention from every student, I see which ones need a bit more attention from me to draw out. And I can usually do it by asking the student a question about life beyond my classroom – showing that I am interested in him or her.

Teaching is my Creative Thing and I embrace it and will go forth into the new academic year ready to try new things, reflect on them, and engage my students.

Do you teachers out there think about creativity and teaching? How about you students? Have you seen creativity in your college classrooms? Tell us all about them in the comments.

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Today’s post is about mentorship and advising. And what, if anything, is the difference between them. If you  know me well, I don't need to tell you, but for those who do not, I am the academic mentor to the McDaniel College Green Terror Football Team. I love my role with this Division Three team. Beyond attending home games to cheer on the team (and tweeting like a nut during away games that I watch on livestream), my role includes meeting with students for a variety of reasons, all academic in nature. In some cases, I help students who are in academic difficulty. We talk about study skills and what is troubling them in certain classes. I offer them suggestions on how to approach professors for help, which they are often very nervous to do.

I have also found that many of them are bewildered by the financial systems and offices at our college, and so I often find myself navigating those offices to find out basic information for them, and find out to whom I should send them for answers if I don’t know them myself. I often advocate for them on issues that seem unfair, as I did when we found out that there was a policy at the college to put a “hold” on making them unable to register for classes because of overdue bills. When I found out the amount of stress and anxiety this was causing students who were already struggling academically, I requested that this be a discussion topic at a faculty meeting and the policy was changed for the next academic semester.

I thought today about my role as the mentor to the team and how I advise students. As an academic advisor, I often help students figure out courses of study. We sometimes also talk about career choices, though there is often not a lot of time for that, and students are not often not sure about what they want to do, anyway, and so we end up talking about courses for the future, as well.

So, what is the difference between mentoring and advising? (and then there is even "cognitive coaching" see this piece by José Antontio Bowen, but that's for another day).

Because I sense that there is a difference.

When I think about the students I have advised and mentored, in general I would say that that I know more about those who I am mentoring. I share more about myself, and my own struggles, compared to those who are my academic advisees. That is not to say I do not have strong relationships with my advisees. I do.

But the nature of the relationship is different. My football team players confide in me about things that they might not want their academic advisors to know about. They don’t want the professors who are teaching them (who are also often their advisors) to know how they struggle, or why they do. They feel that their difficulties could be perceived by their academic advisors, or professors, as a sign that they do not really belong in college. Thus, they are reluctant to talk to their advisors for fear that their predicament will reinforce the incorrect perceptions that they should not be in college anyway.

From my perspective, as a mentor, I am more like a coach who finds ways to support a player to do his or her job better. But my field is academic. But I still feel like what I do as a mentor is different than what I do as an advisor.

What do you think? And students I would LOVE to hear from you! What do you think of mentor versus the advisor? Is it the same thing, or are there differences? Does it matter to you what they are called?

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