Monday, May 6, 2013
Final Relfection
English 112 was an experience I
will never forget. I had a teacher named Megan Keaton that you had to get to
know before you judge type of person. Coming into this class I was nervous, and
very shy around people I was not familiar with. My teacher had her students
make name tags; along with a daybook we used every. Day Book This notebook was something I never had before
in school. This day book was a private place for your mind to wonder freely.
Megan had made us put our chairs together in a circle around the classroom, which
I thought was very strange and odd. I never felt so much pressure from
strangers I never knew before. When I signed up for this class I thought it was
just going to be writing practical argument papers, but my teacher Megan proved
me wrong. My teacher throughout this semester brought me into a world of
English I never knew existed. The Guide to Argument
Already
confused and thousands of thoughts going through my head, Megan told us that we
were going to be using a blog all semester which was going to be where most of
our grade came from. A blog ? I had never heard of a blog, let along use/create
one ???????. Later on, I learned that this blog was pretty cool; it kept all my
thoughts and papers organized. Within the first week of class Megan introduced
us to education, which was the main topic all semester. This week we were
showed a video in class, and this video changed my view points on schools and thoughts.
This gave me the bright idea for my topic that I started writing about “Do
schools kill Creativity?” AND there it was before I knew it already the first assignment
out teacher Megan assigned to us. THE EXPLORATORY PROPOSAL: To better help understand assignments we would
talk out loud until everyone was done asking questions and fully understood. EP
Time
started to go on in class, and Megan’s goal was for every class meeting to put
the desks together in one big circle. I never talked out loud, and never
expressed my thoughts without any one caring until I came to this class. I
learned in this class, that no matter what a person can say it’s not right or
wrong it’s an opinion that people may or may not agree with, which a
conversation that keeps flowing. I learned to express my thoughts out loud as a
group, instead of staying bundled up inside, which helped me in other classes
to do the same technique I did in English 112. Teacher Comments
Throughout
the semester we formed blog groups which were also our work shop groups that
got together in class for revising papers. I clearly understood what revision truly
means from this class. After each assignment, I would fill out a self-assessment
on my blog, that truly showed me where I improved as writer, along with
struggled through some of my work. Looking back on my work from the beginning of
the semester to now, I would say my writing has improved along with my
knowledge.Reading Response I didn’t know what research meant until this class came along in my
studies. Most of the time, I would just turn in papers, and reread them once
thinking everything was good. Megan showed me goals that needed to be reached,
leaving myself in charge to do that. Sometimes in these workshop groups, I would
be told some stuff, I never took into acknowledgement or consideration about
with my writing. My peers helped me become a better writer not only to sound
formal but to be satisfied within myself as a writer also. Workshop
Megan
taught my correct citations to use in MLA formats, along with credible sources.
I thought anything you found with an author was useable for a paper. Not in my
teacher Megan’s eyes. I also found out a true meaning to Wikipedia, and never
used it again. My teacher has pushed my writing process to a whole anther level
with creativeness. I didn’t give up in this class, and Megan didn’t let you
down unless you let her down. A major assignment that was really helpful to me
would be the Visual Analysis. This helped me form a strong topic for my argument
paper that was due at the end of the year. I never knew when looking at a
picture it can mean so many words. This taught me how to analyze a picture to
get its true meaning across. Picking out two pictures was really harder than it
sounds. The choosing between two opposing sides for my agreement was a big challenge
to me. This helped me really help build a strong relationship for my two sides,
with schools killing creativity. Visual Analysis
The
big assignment with research was the Annotated Bibliography. I had to find creditable
sources that involved helpful information towards my topic schools killing creativity.
It wasn’t until I had to find these sources that made me see that the
importance to schools killing creativity was only important to various people,
including myself. I learned to quote and paraphrase correctly in this assignment
which I never did before. This helped me the most when I had to write, because
my authors and how I was going to use the research I found in my paper was all organized.
Trust me it sounds way easier than said. I had to find information on both
sides of my topic for my paper. Finding quotes for my paper was really interesting
and fun to me, because most teachers don’t care about quotes, but Megan did. AB
The
last assignment we had to do before the big put together for the final paper was
joining the conversation. Assesment. All the assignments made me realize how to put
information together along the way to make things comprehendible. Making work
into a dialogue was very easy to me for the first time ever. We had to pick two
styles, Rogerian and Toulmin. Bewteen the two I did the best on my Rogerian, and
like Megan said all I was ready to do was turn it into an essay. I really like this because it helped me put together
final thoughts for my paper on schools killing creativity. Everything didn’t make
sense until this assignment, when I used all my work I had researched and came
up with to create dialogues. Something I
had never done before until this class, which I will take with me through all
my writing experiences I come across.
Coming
into this class I did not know what to expect. At times I just wanted to give
up sitting at the computer; crying thinking my teacher hated me, giving me a
hard time. I want to thank my teacher Megan Keaton for showing me writing is a challenge
with a beautiful ending. As many times I wanted to give up I kept coming to
class, to learn because that’s what I did in this class, learned. Now that I gave
this class a chance and my teacher I wouldn’t trade it for anything. This
class, my peers, and teacher had really showed me a good learning experience in
English 112. This was my last class I had to take of English, and I can’t say
it enough that it prepared me for future experiences when it comes to writing. I
would not trade anything else for taking this English class, with no better
teacher than Megan Keaton. Final Paper
Thursday, May 2, 2013
Final Draft for Argumentative Paper
Pricilla Mosiello
Megan Keaton
English 112
2 May 2013
Creativity
in School
The
schools are killing creativity for students. In every field of education and
work force, our future should be provided with purpose and meaning. Creativity
comes to people’s minds as arts, but it’s really about how students are taught
based on school curriculum. Many people believe it’s the individual teachers,
schools, or principals that are causing the problems for students to have less
creativity. Schools are not producing enough creative people to be recognized
as different. A student needs to have a mind that is expanded beyond
imagination. Creativity is viewed as having necessary skills with attitudes and
minds that are essential to future success. Having creativity in schools gives
people an opportunity to discover talents and strengths for what their passion
may be. It keeps a student’s mind set to influence involvement from real
challenges of life.
However, most people believe that students
are not losing focus from narrow assignments, and a standardized curriculum
should be the expectation of success for a student. People feel students in
school should still be taught by the 19th century model assessments.
In other words, schools have nothing to do with creativity levels within
individual students. Many schools are taught on the 19 century curriculum
that’s gives nothing but success for students. A creative person has to let it
come naturally with experiences they have seen, it can’t be expressed or taught
in schools by teachers, it’s something students just have to let come
naturally. Creativity is the key to education in its fullest sense and to the solution
of mankind’s most serious problems. (Fasko 320). To avoid any problems in the future, we should
take into consideration the importance of expanding a creative process for
students in school.
A
primary goal for schools is to help clarify meanings that are associated with
the term of creativity. All across the
world, collective definitions and perceptions about the myths of creativity
have yet produced an uneven understanding of what it means to be a creative
person. To help identify some observable
processes for creativity is associated with the problems in our current
educational context. The term creativity is so ill- defined, and fuzzy that no
common agreement exists into its meaning. Creativity remains as an elusive
concept, where discussion or expressions of the term may come from the
understanding as a thought. Society needs to give students, all ages a balanced
rounded education that prepares them for their future success. Only a few people will be able to earn a
living by relying on arts, and children need to understand this, but it’s more
about doing something someone enjoys than being miserable. Only a handful of people make a decent living
from arts, but they are essential into becoming more well-rounded human beings,
that are capable of enjoying life, rather than being a robot machine. (Fasko
320).
Understandably,
a major problem about creativity is the organization of education in countries.
The industrial economy is built to develop the needs of individuals that have
simply not suited the 21st century. Whether students are in the UK,
Europe, USA, or Asia school systems consistently fail to cultivate creativity. They acknowledgement of creativity gives
multiple types of intelligence, causing people to be out of step with the real
life challenges. People are facing an ever-changing world that has been
transformed by digital technology, which has taken away from the creative part
of life. Education assessment systems need an overhaul because most are based
on tests and numerical grades, which are rooted in the idea of standardization.
It must be recognized that success of a school comes down to great teaching. Many
teachers have become discouraged because their own creativity is being stressed
by the standard curriculum they have to follow. According to author Ken
Robinson, he points out arts are vitally important to education, and it doesn’t
just define creativity as artistic terms. It is the process of having an
original idea that has value. Creativity gives people the essential future
success of people, companies and communities in the 21st
century.
However,
schools should not nurture creativity and other skills for intelligence. There
are a number of countries who don’t fostering creativity and critical thinking as
the next education challenge. Traditional grades and creativity may no longer
sacrifice the workforce with skills that are needed to fuel the economic
growth. Many schools have teachers under pressure to get so much work
completed, and taught to a student in such a little amount of time. Teachers
really don’t have enough time to stimulate creativity, or have contact with
each student individually. Formal education is helping students develop
abilities for work and creative thinking in many ways that actually already
suppresses creativity. Nothing more should be pushed as an issue or concern
about creativity in schools for students because the standardized curriculum is
the right way for students to learn by. It has been around for many generations
that have ages of production to increases successfully, therefore nothing has
to be a concern about creativity in schools for the students.
Creativity
is more important in schools than ever before in history. Students will be able
to learn a deeper structure of knowledge linking everything together in a
creative way. To let the mind go beyond existence to transfer new situations
that never existed before, is a sustained positive impact for students to have
future success, in the workforce and school around the world. Experience with
discovery learning enhances creative performance by forcing the learner to
manipulate the environment and produce new ideas. (Lancrin 5). Creativity is
the key to education in its fullest sense, and to the solution of man kind’s
most serious problems. (Lancrin 5).
Creativity in schools gives students advantages to learn with a better
understanding. Students with restless minds and bodies are far from being
cultivated with energy and curiosity; because of ignored sacrifices that fall
behind them later on. There are important ideas and solutions that can show
growth between students learning with creativity that’s has helped improved
sacrfices towards this matter. That’s why it doesn’t matter what side a person
may or may not agree with, because it’s up to the students and schools to push
forward creative skills. Authors believe
there is a need for creativity courses in teacher’s education programs. In
fact, Hennessey and Amabile found that extrinsic constraints, which are factors
external to the specific task, could deserve intrinsic motivation and thus
decrease creativity. ( Fasko 11). We’re
not just here to earn a living, obviously we need to do that, but we also need
to have a life too, and we need lives with purpose and meaning. To me that
mean’s discovering what your strengths are and talents are and what your
passion may be. (Robinson 8).
Schools
are not killing the creativity levels within students. Schools do not need to
let students mind go beyond imagination. The level of achievements comes from
true experiences within a person. Creativity can’t just be turned into a
curriculum study, because no other generation seen it as a major issue. The creativity in schools is not being killed
for students because; the standardized education curriculum is helping develop people’s
ability for work and real life skills. Education in this generation is being
suppressed by a transformed world of technology, which makes the creativeness
from a person’s mind expand into new knowledge they didn’t know before.
Schools
systems are facing an ever- changing revolution that has been transformed
cultivatable in many ways. A person’s mind and creativity level is a valuable
education option that someone may or may not agree with. It’s up to a person to decide for themselves,
if the creativity skills and abilities in important in the education programs
as it is to the students. Every person
is educated in a different way around the world. Creativity emerges when people
generate many different possible answers rather than rushing to the one right
answer. (Sawyer 3).
A
student’s path for creativity is built from hard work and effort towards a
situation. Each individual, school, or teacher will find their own way to
stimulate creativity. The curriculum should be strict, and not consist of
creative thinking skills towards solving a problem in school. A teacher that is under pressure will find a
way back to the surface alone, teaching useful learning tools for a student’s
future success. The thinking creative process is more than important enough to
take into consideration about. The creative process connects new skills, and
lets the mind go beyond existing knowledge. If school becomes unexcited it will
cause students to lose sight, and motivation towards their dreams or goals.
Procedures
of steps to enforce creativity awareness will be provided from schools around
the world. A speech and television ads
so people can get different views on why creativity is so important within
students. Behaviors in classrooms will be recorded and compared to see if the
results improve within students. Some
producers agreed to advertise creativity for students within schools worldwide.
Creativity doesn’t need to be ignored because that will just cause more
terrible consequences for the students within these schools. Including
creativity and other skills for innovation in national curriculum is a helpful
starting point for them to be taken seriously in school. (Lancrin 2).
The
schools that kill creativity rather than enforce it are not a good way to
maintain levels of achievements for a student. Meanwhile, schools can establish
how important creativity is and take action to focus on the future. All schools
and board of education will come together as a team, to hold a meeting concerning
useful methods to teach creativity within work ethics. One teacher and principal
from each school worldwide will be holding a meeting with concerns for creative
styles. Teachers and principals are coming together from other countries
worldwide to settle compromises towards a solution for student’s creativity.
Creativity within a student should not be ignored for any particular reason. Any
information should be gathered on students in classrooms whose behavior may
change from the stimulation of creative thinking. The students with restless
minds and bodies are the ones who never become cultivated and make creativity
seem less dull. Advertisements and news channels are willing to help provide support
for the idea of creativity to make schools become brighter, and give opportunities
to students for better success in the field of economy growth. Several events
will bring about the change that demonstrates creativity in school for
students. The challenge and journey
ahead is very long encouraging many schools to take action for students
learning process throughout the years.
Work
Cited
Fasko,
Daniel. “Education and Creativity.” Creativity
Research Journal 13 (2000-2001): 317-327. Print.
Lancrin,
Stephan V. “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January
2013
Louv, Richard. Last Child In The Woods Saving Our Children
From Nature- Deficit Disorder. North Carolina: Thomas Allen, 2005. Print.
Robinson, Ken.
“Education Today.” Do schools really kill
creativity? 13 (2005): 16+ Minnis
Journals Pty. Ltd. Web. 24 March 2013.
Sawyer, Keith R.
“Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013
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