Category: Reflection

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Creative Thinking in the Classroom

A couple of weeks ago, I introduced the concept of using the 7 Cs of Education in your classroom. Last week, I talked about critical thinking, which is such a crucial skill not only within a classroom setting, but also in many other settings throughout life.

The second of the 7 Cs is creativity. Creativity can be daunting to some, and may feel very risky to a lot of kids. Even so, creative thinking is so important, and it’s absolutely worth pushing your students to try it. When presented with a problem or situation that needs solving, analyzing, or exploring, looking at it through a creative lens can generate some really unique, innovative ideas. Some kids come hardwired to think creatively, but many do not, and that’s okay! Keeping this in mind then, how do we teach and encourage this kind of thinking? 

Truthfully, there are so many ways to promote creativity for every kind of learning style and every content area. Anytime we can get students to let go of black and white thinking is a big win and a step in the right direction toward creative thinking. Below you will find some ideas you can implement in your teaching. Remember, there is no right or wrong way to encourage creative thinking; every student is different, but all can think outside the box!

  • Encourage movement- physical activity can clear the brain of extra “noise”, which then leaves room for deeper, more creative approaches to solving problems. If possible, let kids move around outside. Movement + fresh air = amazing results!
  • Read! When kids read or are read to, they begin to see beyond their own space. Seeing characters in books facing similar situations as they do can encourage students to approach problems in new, creative ways.
  • Use mistakes and failures as ways to reframe thinking. Learn from the mistakes, take note of what did and did not work, and proceed with a fresh set of ideas. Mistakes aren’t an ending, but rather a chance to try again.
  • Use open ended questions to force students to push their thinking beyond yes/no answers. Asking “why” promotes deeper, more creative thinking.
  • Ask questions that allow students to use their imaginations. “What if” questions are really great for imaginative and creative thinking. Silly questions can also be great tools. 
  • Let kids play on their own. Give them free time. When we step back and let their minds work on their own, you see amazing things start to happen. Sometimes the pressure of a hovering adult can suppress creative thinking. Removing that pressure can help kids feel more relaxed and free to be silly, imaginative, and creative.
  • Let students know that any idea is valuable, especially when in the beginning stages of solving a problem. If they feel like they can contribute their ideas no matter how “out there” they may seem, they are more likely to feel comfortable sharing with others.
  • Make your classroom a safe space for expression, where everyone feels valued and included. Creating a judgement-free zone is super important when creating a safe space.
  • Be flexible. Just because you’re the adult doesn’t mean that your idea or your way is the only idea or way. Be open to new ideas, and encourage your students to do the same.
  • Keep things fun! It’s hard to think creatively when there is pressure and criticism. Many kids will shut down when faced with strict, uptight rules and thinking. 
  • Allow for students to work together. Combining brain power can lead to really great outcomes.

Some of the greatest solutions and ideas have come from creative thinking. As we encourage our students to think in creative ways, their minds begin to open up to all sorts of possibilities. A box goes from a cube of cardboard to a car, spaceship, shopping cart, lawn mower, doll house, or any other number of things. A blank piece of paper and a writing prompt can turn into a magnificent adventure or a mystery full of twists and turns. The options are endless when it comes to creative thinking!

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Growing Pains

Yesterday I went to the gym for the first time in, well, I don’t know how long. My friend invited me to go with her, and I figured it would be more motivating to follow through if I had someone to push me. I walked in feeling pretty good, and walked, errr, I mean, waddled out, with my muscles screaming at me. It’s not like we even did anything too wild and crazy… we walked on the track for a bit, then did some sets on some weight machines. I didn’t want to push too hard and injure myself, but I also didn’t want to go too easy and not really benefit from my workout. 

My friend was kind enough to show me how to use some of the machines I wasn’t sure about, and gave me little bits of encouragement as we went along. At first, I felt kind of silly for not knowing how to do some of the exercises, and felt a little wimpy for not being able to lift as much weight as others around me. And then I reminded myself that it has literally been years since I last went to the gym, and I wasn’t going to be able to jump right back in and lift as much as I could have in the past. In order to avoid injury and frustration, I needed to start slow, knowing that I would be able to do more as I made the necessary progress. I had to remind myself that it was okay if I made mistakes and asked for help. Doing so would only help me to get better. 

As I’ve thought about this over the past day, I’ve been thinking about how we, as teachers, have the responsibility and honor to teach our students that starting slow is okay, and that mistakes happen as we learn and figure things out. It’s simply part of the learning process. 

It’s common, and even natural, for our students to feel a little silly or unsure about something when they first start learning about it. Lack of confidence can feel overwhelming to students, but as teachers, we can view it as a chance to help students grow and to gain confidence. It’s important that we take their lack of confidence and use it as a tool to push and encourage our students. We ought to be extra careful to not use that uncertainty against our students– doing so would discourage students from trying, and would eventually lead to slower progress and even more uncertainty. 

I see it like this– had my friend brushed me off and not given me encouragement, I might not have pushed myself to try new things at the gym. I would have probably stuck to the “easy” machines and maybe even avoided the machines all together. But because I had someone cheering me on and being patient with me, I felt compelled to keep going and to keep trying, even when I felt silly and unsure. 

Similarly, if we brush off our students and if we don’t give them encouragement, they aren’t going to feel comfortable making mistakes and aren’t going to want to take any risks. Progress would be halted, and confidence would stay stagnant. As we cheer our students on, they get more comfortable with the learning process and all of its parts– even the not so fun parts of the process, like making mistakes and not knowing the answers. 

So like me, with my sore muscles and slow start, our students must know that it’s okay to start slow, and it’s okay to experience growing pains and sore muscles. Once they get comfortable with being uncomfortable, magic starts to happen. And as a teacher, sitting next to them as they grow, stretch, and learn is a true gift!

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Create A Space for Gratitude

November is here, and that means Thanksgiving is coming! I’ve always loved this month for several reasons— the cooler weather, the yummy Thanksgiving meal, and time with friends and family. While all of those things are awesome in and of themselves, I think my favorite thing about November is the extra focus on gratitude. Sure, I am thankful all year round, but I love the extra emphasis on it during the days leading up to Thanksgiving. 

I know not all families celebrate Thanksgiving, and that’s okay! But regardless of how or if you celebrate Turkey Day, I think we all can agree that it is good to be grateful. As teachers, we can help students understand what it means to be grateful and how to show our gratitude for someone or something. When we teach young children to acknowledge the things they are thankful for, they begin to more easily see the good things in their lives, which leads to better attitudes and more optimistic outlooks. 

So as we begin this month of giving thanks, I encourage you to find ways to work mini gratitude lessons into your curriculum. It’s helpful for students to write down the things they are grateful for and to post them in the room for all to see. This helps create a sense of community as students begin to see that others in the room are grateful for similar things as they are, and also to help others find gratitude in things they may not have previously thought of. One way to do this is to create a “gratitude space” in your classroom. You can do this by devoting a wall or bulletin board to thankful thoughts, creating a large tree trunk that students can add leaves to, or by making a line of gratitude thoughts that follows the perimeter of your room. I’ve included a free resource you can print out and use in your classroom. Print the page on different “fall” colors and cut out the leaves. Each day leading up to Thanksgiving break, have students write something they are thankful for that day and hang it up in the designated spot in your classroom. 

Everyone will love watching the gratitude space fill up with positive things, and students will begin to recognize things in their lives that they are thankful for. Happy November!

**This free printable resource is intended for personal or classroom use only. It is not to be sold, reposted, or claimed as your own.**

Thankful Leaves-2Download
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Kindness Matters

We had Parent-Teacher Conferences for my kids last night, and I was so excited to go. I love hearing updates from teachers, and my kids love to show me where their desk is, their cubby, and take me to see their work that is hanging in the hall. With five kids all at the same school, those nights can get pretty long, but they are worth it.

I enjoy hearing how they are doing academically; it’s fun to see beginning of year test scores compared to present scores— there is almost always improvement. It’s encouraging to see the forward leaps they make as they learn. I also really enjoy hearing how my children can improve. If there is an area (or multiple) that need attention, I like to know so that I can give my full support to my child as well as to their teacher. 

Though I do enjoy hearing about the academic progress that is being made, I love it even more when I get a report from a teacher telling me that my child is helpful, kind, friendly, and respectful to everyone, adults and kids alike. Knowing that my child is being a good human means so much to me. We try so hard at home to teach our children to be kind, to include, and to respect others. We do our best to teach them good manners and what a good friend looks like. When I send them to school each morning, I just hope that what they have been taught sticks with them, and it is so reassuring to hear that they indeed did hear us and remembered! 

I think so often parents worry about their children getting good grades, especially in upper grades. There seems to be so much pressure on kids today to be the best in their class, get the highest score on the test, or that any grade below a B is unacceptable. Obviously, parents aren’t out there wanting their kids to fail, but I think there could be more flexibility when it comes to expectations. That’s not to say for parents to just let go and stop encouraging their kids, because there is definitely value in pushing your kids to do and be their best. But when it becomes all about grades, I think we’ve missed the mark. 

I was always a good student, and my grades were usually pretty good. But I can tell you that not a single person in my adult life has cared what grade I got in my high school math class. No one has asked if I scored 100% on the AP US History test I took as a junior. It simply doesn’t matter anymore. But what does matter is that I am a kind person, who includes others, is friendly, and listens to people. 

When it comes down to it, the way we treat others says a whole lot more about who we are as people than the grades we pulled in school. Sure, good grades can indicate that someone is a hard, determined worker, and good grades can get you into a college where you can earn a degree and work toward making a career for yourself. Having a job allows you to have money to pay your bills and put food on the table. But it’s important to remember that being kind is good, too. 

So as your children (and your students) grow and learn, be sure to teach them more than just academics; teach them to be kind, patient, respectful, and inclusive. Because one day, it’s the way they are that will truly take them places in this life. 

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May We Never Forget

Where were you on that fateful day
In September 2001?
Were you busy at work or learning at school
Or had your day just barely begun?

Did you watch it unfold
As it aired on TV?
Was your heart uncertain and scared?
Did you ask yourself, “How can this be?”

The world stood still and everyone watched;
We sat in disbelief and in shock.
How could there be such evil?
Our faith and trust they did rock.

Shaken and battered,
Afraid and unsure,
Forward we moved,
Knowing unity could cure.

People all over stepped in and stepped up.
Amidst all the sadness, the terror, and pain,
Selfless heroes helped others,
Not seeking any personal gain.

While some ran away to escape the debris,
Others ran in, one objective in mind:
To help who they could whatever the cost,
And do their best to save lives. 

As the dust settled down,
And we began to restore,
As a country we came together,
Unified and changed evermore.

As those who did witness
The events of that day,
We must never forget 
And must teach our children to do the same. 

Teach them to love, to be kind, and uplift,
Show them how to lead with kindness and grace.
Ensure that they know that hate never wins,
That love conquers all, and everyone has a place.

Teach them to care, to listen, and help.
To look out for others, to lend a hand when they’re called.
Above all else, let them never forget:
United we stand, divided we fall.

-Logan Nielsen, 2025

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As today marks 24 years since the tragic events of September 11, 2001 took place, may we all take a moment to reflect on that day and the people whose lives were forever changed because of those events. May we teach our students and our children about this day, just like our parents and teachers taught us about previous wars and history-making/changing events. Let us encourage all we come in contact with to be a little kinder, a little more gentle, and a little more helpful. May we spread kindness and love whenever we can, and may we never forget this day.

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Homework Isn’t Just Worksheets

We can all agree that there are pros and cons to giving kids homework, and that it really should only be given if it’s meaningful. Reading, for example, is homework I’m never mad about. Building reading skills is crucial for life long success, and the more kids do it, the better they will be at it. Sending home a coloring page, however, doesn’t seem as meaningful to me. Fun? Sure. But a good use of precious after-school time? Not so much. 

I saw a social media post the other day that got me thinking about things that aren’t assigned as homework, but maybe should be. Skills that are important for every day life, people skills, and problem solving skills. Grading them would be subjective, and participation and effort would matter more than the outcome, but what is learned/gained would set kids up for long term success beyond the walls of the classroom. 

How would something like this be assigned and evaluated? I suppose it depends on the skill being practiced. Perhaps teachers can create a “menu” of possible skills for students to choose from. Maybe some teachers would want to assign everyone in the class the same task to work on. Some might even want to create “task groups” where small groups of students are all given a certain task and can help each other and cheer each other on. Evaluation might look like parents signing a log, pictures, written reflection, or some other tangible or observable result of the student’s practice. 

What kinds of things would be assigned? I think this depends on your students’ needs and situations. Obviously, a high school teacher is going to assign some things that are geared more toward older kids, such as learning to balance a bank account, whereas a kindergarten teacher might assign something like learning to tie shoes. 

Here’s a few ideas to get you started:

  • Learning to balance a bank account
  • Learning to make a phone call and set an appointment or order food— not everything has to be done through an app
  • Going to the store to make a purchase— selecting your items, conversing with a cashier, and sticking to a budget are great skills
  • Cooking a simple meal (with adult supervision)
  • Spending time outside— fresh air does wonders for both the body and mind
  • Doing a puzzle or playing a board game with at least one other person— teamwork, cooperation, and good sportsmanship are essential
  • Sitting down to eat a meal as a family— a great chance to have good conversations
  • Helping with household chores— those skills are needed!
  • Helping people
  • Learning how to write a letter, address an envelope, and send it in the mail
  • Go to the library, get a library card, and check out some books
  • Free play— giving kids unstructured play time is SO important for their imaginations
  • If possible, learning how to maintain a yard
  • Learning how to give and receive compliments
  • When it’s an appropriate age, learning to ask someone out on a date, face-to-face
  • Finding a good sleep routine
  • Screen-free time— it’s good for so many reasons
  • Spending time at a retirement or assisted living facility— the older generation can teach us so much
  • Meditation 

Some might argue that parents should be incorporating these skills into their family’s routines and lives, but not all family situations allow for things like this, and unfortunately, not all parents are supportive and involved in their children’s lives. 

And yes, teachers already do so much, using their days to teach core subjects. But I don’t know of a single teacher that wouldn’t mind devoting at least a little bit of time to helping their students build skills that will set them up for life long success. 

Regardless of where you stand regarding these things being assigned as homework, I’m sure we can all agree that the rising generation needs support, guidance, and encouragement as they navigate life and learn essential skills. 

What else would you add to the list above?

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Dear Teacher: An Introductory Assignment

My last post was full of ice breaker and getting to know you ideas that involved the entire class. Today I wanted to share another idea for getting to know your students, but this one is done individually, and as a homework assignment.

Because I was an English teacher, this assignment worked particularly well for my class, but it can work just as well for any other content area. The assignment was called “Dear Teacher” and was a chance for students to write a letter to me. I gave them suggestions about what they could tell me, but also left it open for them to choose the content of their letter. 

Some of the suggested topics included:

  • Favorite food
  • Favorite subject
  • Favorite music, movie, book, actor/actress, show
  • Family— how many siblings, things they like to do, etc.
  • Friends— who their friends are, what they like to do together, etc.
  • Favorite vacations they’ve been on
  • Things they did over the summer
  • What they’re looking forward to about this new school year
  • Goals they may have
  • Their feelings about reading & writing (or whatever your content area may be)
  • Anything else they felt like telling me

I also required the assignment to be hand written (this gave me a glimpse into their grammar and spelling skills since they weren’t using a computer with spell/grammar check), and required the length to be about 1- 1.5 pages long. I wanted it long enough for them to tell me about themselves, but not so long that I was reading these letters for the rest of my days!

This assignment was always so fun to get back from students. I loved learning about them! Beyond the “getting to know you” objective of the assignment, these letters also gave me insight into their writing style, grammar/spelling skills, handwriting, and personalities. Another thing I really liked about this assignment was that, because I had assured them I wasn’t going to be sharing their letters with other students, it allowed students to be completely honest and open. I had students open up and tell me about difficulties at home, friend struggles, learning struggles, and so on. It let them know right off the bat that I was a safe person who had their best interests in mind. 

The “Dear Teacher” letter was always just a participation grade, which was a great way to start off the year. It was a low-stakes, no pressure assignment to ease them into graded writing that would come later. 

So while this assignment was really quite simple, it accomplished much more than surface level formalities. 

What kind of assignments do you give your students to start the year?