[Chinese New Year's Eve, Singapore, 2003.]

Scanning through the blogs in Google Reader spotted this post by Scott McLeod on Dangerously Irrelevant. Scott is responding to a post by Wes Fryer regarding ‘creativity fatigue’. Take the chance to read the full post by Wes.

Scott feels that we should actively combat inclinations to get set in our ways and I agree. We should endeavour to stretch and go outside our comfort zone. Take a new course, teach a subject in a different faculty, work overseas, and, if in administration, return to the classroom if possible. I wrote a comment on Wes Fryer’s blog in repsonse to his original post and I have added it below.

“Wes, I was alerted to your post via Scott McLeod’s blog. I agree with your comment regarding empowering students, practical approaches for teachers and participation in educational networks.

What are additional possibilities to negate ‘creativity fatigue’ within teachers? Years ago the University of Wollongong in NSW, Australia, offered a Graduate Certificate in History Education for current teachers. The course provided the participants with an update regarding current trends in historical research and historiography, an update on trends in Australian history and finally a component on the use of technology in teaching history. The course was completed in a single year part time. It was free. It was enlightening, rejuvenating and all of the participants benefited. It certainly worked for me. It was a watershed in my own teaching career.

Alternatively, opportunities could be provided for teachers to take sabbaticals or work experience in a different field, probably related to education. These experiences can ‘recharge batteries’ and allow for a chance to refocus. Some teachers may indeed discover that their vocation lies in a different direction. That would also be a positive outcome.

Finally, senior staff and administrators, out of touch with the classroom could reground themselves with real classroom teaching experience. Get them out of the office or cubicle. Not likely to happen but in the event it did enlightenment may take place.

Scott, I agree with your thoughts regarding the roll out of programmes year after year that are not well considered (or perhaps lack inadequate follow through). Teachers do indeed roll their eyes. Practical programmes with meaningful follow-up and small achievable goals should be given priority. A practical commonsense approach to professional development, preferably provided by fellow teachers on secondment to the administration providing the pd.

Cheers, John”