Season 6, Episode 10

Teaching Teachers about Creativity

by | Nov 7, 2024 | Creativity in Practice, Guest Feature, Season 6

I think that as educators, we are so stuck in what we should do or how we should do something, whereas we don’t realize that being creative is really teaching.

– Lisa Saunders

Hosts & Guests

Lisa Saunders

Cyndi Burnett

Matthew Worwood

Resources

Teacher Innovation Studio

Platforms

Apple Podcasts

Spotify

Podbean

Episode Transcription

Teaching Teachers about Creativity with Lisa Saunders
Lisa Saunders [00:00:00]:
I think that as educators, we are so stuck in what we should do or how we should do something, whereas we don’t realize that being creative is really teaching.
Cyndi Burnett [00:00:12]:
Hello everyone. My name is Dr. Cindy Burnett.
Raya Bidshahri [00:00:15]:
And my name is Dr. Matthew Wohrwood.
Cyndi Burnett [00:00:18]:
This is the Fueling Creativity in Education podcast.
Raya Bidshahri [00:00:22]:
On this show, we’ll be talking about creativity topics and how they apply to the field of education.
Cyndi Burnett [00:00:27]:
We’ll be speaking with scholars, educators, and resident experts about their challenges they face and digging deeper into new and varying perspectives of creativity, all with the goal.
Raya Bidshahri [00:00:38]:
To help fuel the more rich and informed discussion that provides teachers and parents with knowledge they can use at home or in the classroom.
Cyndi Burnett [00:00:45]:
So let’s begin.
Raya Bidshahri [00:00:48]:
Hello and welcome to another episode of the Fueling Creativity in Education podcast. And on this episode, we welcome Lisa Saunders onto the show. Lisa is a fourth grade teacher at Longmeadow Elementary School in Southbury, Connecticut. Now, prior to teaching, Lisa worked in sports marketing, but before that she was a highly successful athlete at Western New England University, where she played D3 basketball for four years. During her time playing basketball, she scored more than 1,000 points and had almost 1,000 rebounds, making her MVP and getting her ranked@d3hoops.com and in 2019, she was inducted into the Western New England University hall of Fame. She obtained her Master’s from Sacred Heart University and more recently received her Educational administration and supervision 6th year certificate from the University of Bridgeport. Most importantly, and why we invited Lisa onto the podcast. She is one of Connecticut’s first Teacher Innovation champions who successfully participated in the first cohort of Teacher Innovation Studio at Workspace Connecticut.
Raya Bidshahri [00:01:52]:
Lisa, welcome to the show.
Lisa Saunders [00:01:53]:
Thank you for having me. I’m excited to be here and share what we did at Teacher Innovation Studio.
Cyndi Burnett [00:01:59]:
So, Lisa, speaking of which, you attended a program facilitated by Matt called Teacher Innovation Studio. Can you tell us a little bit about that program and how it changed your thinking as an educator?
Lisa Saunders [00:02:11]:
The program to start was a week long in the summer, and as an educator and a teacher, we really value our summers. So I looked at the program and said, well, I don’t know if I want to go do this, but once I got there and met the cohort and got to work with Matt, it was so inspiring. So we spent a week long working on our problems that we saw in the classroom and problem statements and what our project was going to be to fix it. From there, we took our project and brought it into the classroom and started to implement it day by day, little by little. And we would meet with the Teacher Innovation Cohort once a month or so with Matt and just discuss our project and how it’s going and how to continue to bring creativity into our classroom.
Cyndi Burnett [00:02:55]:
So what was your challenge?
Lisa Saunders [00:02:57]:
Oh, my problem statement was how can I help students regulate their emotions to be prepared for learning throughout the school day by using plickers and a choice board.
Cyndi Burnett [00:03:07]:
Ooh, what are plickers?
Lisa Saunders [00:03:09]:
Plickers is a really cool technology that Matt introduced us to and that week long work that we did over the summer. And it’s a type of technology where you can scan students responses and get immediate feedback on your phone. So you put up like a choice, you put up a question and then the students answer true, false, or abcd. And then you go around the room and it takes about 10 seconds to scan their answers and you immediately get feedback with what their answers are. So you could use it as exit tickets, you could use it as choices, you could use it as how they were feeling, which is what I did in my project.
Raya Bidshahri [00:03:46]:
And the other thing that’s really cool, I think with, with Plickers, and I’m sure you’re a group meeting, Lisa, is it’s the fact you’ve got this kind of physical card to which you hold up. I think that having actually something tangible for young kids in particular makes it all the more better than perhaps using something like Cahoots, for example, which does a similar thing. But to your point, it’s something that you can integrate a lot more easily in the day. You’re not using other technology and you’ve just got this card, but the students have to stick with the same card throughout the day, Correct?
Lisa Saunders [00:04:16]:
Correct. So my students have an assigned number in the classroom and they have an assigned card. So student eight has number eight card. They also. The incredible thing about Plickers is that you have data and I’m a data junkie. So I can go back to my computer, open up the website, and I have immediate data from the week, the month, the day. And I can filter all the data by student, I can filter the data by class. If you’re teaching the high school, you can have different classes for your cards, but still using the same set of cards.
Lisa Saunders [00:04:45]:
So Flickr has really opened up and expanded my thinking about how to use technology in the classroom and how to get immediate feedback from students. It’s quick, it’s on your phone, it’s on the website, and you know, within 10 seconds you know how a student’s answering a question or how, you know, so to speak, they’re feeling in the classroom.
Raya Bidshahri [00:05:06]:
And to stick with the technology piece for a moment, I think that more and more educational tools do provide that backend where you have access to data. And of course, there’s different levels of data to which you can access. So I was wondering if you could talk a little bit about how that data influenced some of the decisions that you took during this. This creative process that you went on.
Lisa Saunders [00:05:28]:
So, for my project, I had students use the ruler mood meter, and they would scan their card based on how they were feeling in the red, the green, the yellow, or the blue. And if students had put themselves in the red, I was able to get that feedback and go talk to them immediately. So after recess was a lot of reds, and I was able to check in with students right away to say, hey, what’s going on? Do you want to talk about it? Are you doing okay? Did something happen? The using the plickers and the technology allowed me to interact with my students in a different way where they. If they had an issue that they were feeling in the red, they didn’t have to come up to me and say, you know, Mrs. Saunders, I’m struggling right now. They could show me their Flickr card and show me that they’re in the red, and I can have a private, quiet conversation with them, and we could talk about it, or they could say, you know what, Mrs. Saunders, I’m in the red. I need five minutes.
Lisa Saunders [00:06:25]:
And I’d say, okay, go for it. Go take your five minutes and come back and be ready to learn.
Cyndi Burnett [00:06:32]:
You know, Matt talks a lot about teacher creativity, and I know that was a big component of the Teacher Innovation Studio. Can you tell me a little bit about how you were taught creativity in the program, and were you familiar with any of these techniques?
Lisa Saunders [00:06:47]:
You know, funny that you asked that, because when I read the description on Teacher Innovation Studio and using creativity and design thinking in the classroom, I thought, I’m not creative. I am not a creative human. And I remember that first day. I have a very vivid memory sitting there listening to Matt talk about creativity. And I kind of was thinking to myself, you’re not creative. You are not in the arts. You don’t draw. You don’t create anything.
Lisa Saunders [00:07:15]:
You know, you’re not a sewing. You’re not, you know, making anything. But then Matt made a good point about how even being an athlete is creative. And I was thinking a lot about that, given my background, and I was like, you know what? You’re right. So the Teacher Innovation Studio switched and flipped my thinking on creativity in the classroom and really Changed how I felt about being creative. You know, I always thought that just being creative was, oh, our students are going to do picture. They’re going to draw today instead of writing notes, or they’re going to write a poem instead of writing an essay. And yes, that is creativity.
Lisa Saunders [00:08:00]:
But really, as educators, we are using creativity every day to solve even the smallest problems in our classroom. For example, what happened today is that one of the legs fell off the table in my classroom. Like legit just fell off the table. And I’m like, I need to think of a solution right now. And I gotta figure this out because I have 20 students looking at me like, what’s next? So you don’t realize that you’re being creative in that moment, but you are. And I think that was my biggest takeaway from this program, was flipping the script on my thinking about creativity and how I view it. Now I see that everything I do is creative. Every time I step into my classroom, I am creatively solving a problem, no matter how big or small it is.
Lisa Saunders [00:08:50]:
That problem is being solved using creativity.
Cyndi Burnett [00:08:52]:
I love those examples and I agree with you. And when I work with educators, I always say to them, you wouldn’t survive as an educator if you weren’t creative because you’re constantly coming up with new ideas and new solutions for all the challenges you’re faced on a daily basis. And even as veteran teachers who have been out there for, you know, we were talking about veteran teachers being out there for 40 years, there’s still problems that arise inside the classroom. And that’s why it’s so important to learn about creativity and to change it and flip it on its head. I love that.
Lisa Saunders [00:09:21]:
Yeah, it was eye opening for sure going through this creative process and kind of being a kid again. So that week long residency, you had to be a kid again. And you know, Matt was asking us to do things where you’re like, what? Why? And then he would connect it back and you’re like, ah, I see it now. I get it now. I get why you wanted us to draw that from someone else’s viewpoint. Or I get why you had us create these little wooden people to represent these students in your box. And you know, creativity, they always say, well, think outside the box. But really in this residency, we were thinking inside the box, but using solutions that were maybe coming from outside the box.
Lisa Saunders [00:10:05]:
So I don’t know if I can really even use that phrase anymore about like think outside the box because I have such a different understanding and viewpoint of being that, being creative and following the creative process and being like inside the box and outside the box at the same time.
Raya Bidshahri [00:10:21]:
So now you have a better understanding of creativity in this. In this concept, in some ways of creativity being about helping you solve problems that exist inside your box. So what are some of the challenges when it comes to including creativity on a daily basis?
Lisa Saunders [00:10:35]:
I think the biggest problem with including creativity to solve problems in our daily basis is that we don’t think we are being creative. I think that as educators, we are so stuck in what we should do or how we should do something, whereas we don’t realize that being creative is really teaching. You know, you are a creator as a teacher, you are manipulating minds to learn new things in different ways. You know, you don’t just stand up there and, you know, lecture all day. You really put on, like, a dance, so to speak, to get the students to learn and think differently. So bringing creativity into the classroom, I thought was really hard, but it’s not. It’s. It’s pretty simple when you think about it.
Lisa Saunders [00:11:22]:
It’s. It’s just solving problems that you’re already trying to figure out, and it’s just putting a different label on it. You know, instead of thinking that creativity is the arts or going to art class or going to music, create. Being creative in the classroom is what we do.
Raya Bidshahri [00:11:41]:
So, Lisa, you referenced the fact you were part of a cohort. I was obviously there and facilitating it. I can’t hide that on this episode. To me, though, the energy and excitement within the cohort and the opportunity for you to, as you referenced in the fall, coming back and showcasing your progress, getting feedback was such an important part of the process. And recently, Cindy and I have kind of gone back through 65 plus of interviews and looked at all of the tips that we’ve got from those interviews, which is now our 200 plus tips. And we’ve identified almost like our top 10 super tips. And one of them is talking more about creativity, particularly talking about creativity with your colleagues. So I was wondering if you could talk a little bit about what you got from working with such an amazing cohort of teachers who were just as equally passionate as you, but at the same time kind of navigating all of this for the first time.
Lisa Saunders [00:12:36]:
I think that’s it is that we were all navigating it for the first time and we had no expectations, or at least I didn’t have any expectations of what was going to happen. And when you paused for a minute to think about the work that you’re doing with the people in Your cohort. It’s pretty remarkable that the six of us, or five of us, six of us, came together from different schools, different levels of education, teaching different grade levels, and worked together to help each other. And I think that’s what, you know, being an educator is all about. As in education, we. Our ultimate goal is for children to learn and to succeed. And so when you keep that ultimate goal in mind and you come together, you know, with a group that of people that you’ve never met before, you’re able to see the different dimensions of their problems or their problem statement in their box and try to come up with a solution that they may not have thought of before. You know, when you are teaching for so long or you’re teaching the same grade level for a long time, you kind of get stuck in a rut where you are thinking about what you need to do next, what that.
Lisa Saunders [00:13:54]:
What the lesson is. Oh, yeah, I remember this from last year. But coming together in the cohort allowed you to look at what you’re doing on a daily basis in a different way and sharing those perspectives and maybe something you didn’t think about was super important and being open to the ideas and being open to what the others had to say. And, hey, did you think about doing it this way? Or I thought maybe I could do something like this. What do you think? So it almost was like a safe place to be and to share and to try something new. We encourage our students to try something new every day. Right. But as educators, are we trying something new every day? Are we really trying something different every day? I don’t know.
Lisa Saunders [00:14:40]:
And that’s where, like, this process forced us to try something new in a different way that we’ve never done before.
Cyndi Burnett [00:14:48]:
So obviously, you’re modeling creativity as well in your classroom as you’re describing all of these things. All I can think of is another tip that came up in our 10 super tips about modeling for creativity. And I’m wondering how you’re actually transferring the information that you’ve learned about being better problem solvers to your students. Have you been able to do that yet? Is that something that’s on the plan?
Lisa Saunders [00:15:11]:
You know, as teachers, we are modeling behavior all the time. And I learned way back early in my career that my students will take on whatever I take on. So if I am grumpy, new students are going to be grumpy. And if I am, you know, happy or excited, they’re going to feel that energy too. So my problem statement was to help students regulate their emotions in order to be prepared for learning throughout the school day. We know from research is that if students are emotionally unavailable to learn, they can’t learn. So that’s one of the reasons why I chose this problem statement and what I would model myself when I was feeling in the red, I would say, oh boy, I’m in the red right now. I need to take a breath or walk outside my classroom and just feel something around me or kind of just regroup with myself.
Lisa Saunders [00:16:11]:
So I was trying, you know, throughout this, this program, I was trying to model how to problem solve, being ready to learn, but also being ready to teach. Like I said earlier, you know, the students take on your emotions and your feelings. And if I’m feeling frustrated or angry or, you know, in the red, my students are going to take that on. And even though they might be able to learn, they can’t because I’m not in the right. The zone, right? So I would model how I’m feeling and I’d be very open and vulnerable with them. And I think that’s one of the biggest things in education that’s really important to students is connecting with them. You know, they want to know about you, they want to know about your life, they want to know what you’re doing. You know, the younger kids think you’re sleeping under your desk and the older kids like want to know what’s going on and who you are.
Lisa Saunders [00:17:07]:
So being able to model that with them, you know, having I have a five year old and a one year old and yeah, sometimes at night we get in the red. And so it’s like talking about those experiences too, that I’m not only problem solving, I’m not only wanting them to problem solve their emotions, but I also want to problem solve my own emotions and what I walk into the classroom with. Educators have a tough job for so many reasons, but one of those is that we are on, so to speak, all day. And that’s why, you know, social emotional learning is so important to me because we have to model being emotionally ready and emotionally available to learn and to teach. And having that as my problem statement was really powerful because I had to check myself on a daily basis and knowing that we’re all human, I’m not always in the green, I’m not always in the yellow. Sometimes I’m tired, sometimes I’m in the blue, sometimes I’m in the red. And so like, getting back to your question about modeling problem solving in this situation, for me it was being open with the students on how I was feeling and what I was going to do to either stay somewhere in a certain zone or get myself to the regulated to be in the right zone.
Raya Bidshahri [00:18:25]:
And Cindy, that’s such a timely topic for this season because the second part of season six has opened up with our double espresso with Zero, who spoke a lot about the relationship between emotion and creativity. And something I’ve been reflecting on is that sometimes you’re just not in the right emotional state to engage in a divergent thinking session where you’re generating lots and lots of ideas. But perhaps you’re in a mindset where you can evaluate ideas and maybe converge to connect this back to your project. Maybe that’s when you’re looking at your data and trying to do something with the data to work out how this data can inform the decision. As opposed to you jumping up in front of the class today and doing something fun and different with plickers, you may not be in that emotional state to go and try something new on that day.
Lisa Saunders [00:19:12]:
And I wonder, what would your creative process look like if you’re in the red? Like, if you are feeling angry or if you’re feeling upset or hurt or defeated, what is your creative process looking like at that time? You know, it’s also about energy levels. So if you have a low energy, how does that affect your ability to be creative and to go through the process of solving problems and to guide your students through that same process? I think one of the biggest things we have to do is really check in with ourselves and say, I can’t do this right now. And so I need to figure out what can I do? Do I need five minutes? Like, I need five minutes. And being an educator, you have to be aware of that. You’re going to get more bang for your buck if you take those five minutes and pause and then come back to what you need to teach. Part of my project was a choice board. So students had a choice board full of different technologies that they could go into. Like, this is sand or Storyline Online or Epic books or like a blob maker that I found.
Lisa Saunders [00:20:21]:
And they could take five minutes to get themselves ready to learn. And I found the most important time to do this was after lunch and recess when they would come back in with all the recess drama and they would say, okay, I am feeling in the green. I’m going to stay in the green because I’m going to go do this as sand or I am feeling blue. I need some energy. I’m going to go listen to some music. So taking that five minutes after Lunch and recess is a game changer. We as educators are so tight on time. There’s never enough time.
Lisa Saunders [00:20:55]:
There’s always these demands and there’s never enough time. And as an educator, I’ve really grappled with, do I take five minutes out of my day to do this? And the answer is yes, absolutely yes. Because not only does that five minutes give me time to get myself ready to teach, but also gives my students five minutes to get themselves ready to learn. And I can look at my clickers, I can look at their responses, and I could say, okay, so and so is in the red. Let me check in with them. I had a student once, after lunch and recess, put themselves in the red, and I said, hey, are you all right? And the student goes, oh, Mrs. Saunders, kickball, kickball. I said, okay, do you want to talk about it? He’s like, no, I’m getting there.
Lisa Saunders [00:21:42]:
I’m almost back where I need to be. I’m getting there. So for me, having that stu, like talking with that student, like, I’ll never forget that. Because he was able to identify how he was feeling, identify why he was feeling that way, and knew what he needed to do to get ready to learn. And having those little conversations with the students saying, yeah, I’m good, I’m going to go on the choice board, or nope, I’m not good, I got to talk about this. Really helped me build my connections and my relationships with my students.
Cyndi Burnett [00:22:17]:
Lisa, it’s almost time for us to wrap up. And before I ask you our final question, I’m going to ask Matt a question. Matt, what’s going on with the Teachers Innovation Studio next? Are you doing another cohort this summer?
Raya Bidshahri [00:22:28]:
We are. We are doing another cohort. And thanks for asking that, Cindy. So we can post a link to information about Teacher Innovation Studio, which is a Connecticut based program, but there’s also probably opportunities to expand it to other districts if there was an interest. And we can put a link in the description on where people can go for further information.
Cyndi Burnett [00:22:47]:
Fantastic. Thanks so much for sharing your experiences with the Teachers Innovation Studio. I know Matt’s been pretty quiet about it, but I knew there were some great things happening and I love hearing how it happened inside of the classroom and the action that you took to bring this into your classroom and to try something new. So kudos to you, Lisa.
Lisa Saunders [00:23:06]:
Thank you.
Cyndi Burnett [00:23:07]:
So we finish every episode with three tips that you would give to educators to help them bring creativity into the classroom. What are your three tips?
Lisa Saunders [00:23:16]:
Okay, my three tips, my first tip is to Just go for it. You have to just try it, try something new. And if it fails, that’s okay. Because being part of this creative process was failure. Not everything’s going to work. It’s okay to fail. And I, I think as educators, we can be uncomfortable with failing because failure can look bad or look like we’re not doing our job the way we should be. But when reality, failure is good, and as educators, we have a fear of failure because we’re going to look bad.
Lisa Saunders [00:23:48]:
We don’t want to look bad. We want our students to succeed. We want our data to be top notch. We want to be like the gold star. But you have to fail. If you don’t fail, you’re never going to be creative. That. That failure is what I think of an arrow.
Lisa Saunders [00:24:04]:
It’s like what pulls you back and shoots you forward in another direction. And it helps your creative process and your problem solving. My second tip on being creative in the classroom is knowing that you are creative. Educators are creative. We are creative human beings. I was so stuck in thinking that I’m not creative. I’m an athlete. That’s what I do.
Lisa Saunders [00:24:26]:
I don’t play an instrument. I don’t draw. I don’t knit. I don’t do any of that. But it. We as educators, we have to know that the moment we step in foot. The moment we step foot inside our classroom and we need to solve a problem, we are being creative. All right? So my third tip is to trust yourself.
Lisa Saunders [00:24:49]:
To really trust yourself. You are doing a great job. We too often get hung up on the negativity and the things that we’re not doing. And I think as educators, and especially including creativity, we have to focus on the things we are doing because we are doing so many incredible things in the classroom on a daily basis. I always say, like, I’m going to put a GoPro on me, and I want someone to watch it, and they’re going to be like, what? It’s incredible sane what you’re doing all day. And I just want. My third tip for educators is to remember that they’re doing a lot of great things. We are doing so many incredible things on a daily basis.
Lisa Saunders [00:25:32]:
And focus on the good. Just focus on the good every day.
Raya Bidshahri [00:25:36]:
Well, I’m not gonna lie. I’m gonna go away actually now thinking of a film where you slap a GoPro on a few teachers and then you bring them back to have them kind of recall the day and what they were doing in those moments. I think that would be a very fascinating film. Of following the moments of a teacher.
Lisa Saunders [00:25:51]:
I think it’s. I think it’s pretty interesting, and I think it’d be a great reality show to see what we do all day, especially in elementary. You can’t make this up. You can’t make up the fact that a leg fell off the table in the middle of a lesson that I was teaching today. You can’t. That just doesn’t get made up. And the things that are said, you look at your co. Your colleagues, and you’re just like, did.
Lisa Saunders [00:26:13]:
Did that just happen? Did that just happen? So it. It’s crazy. It’s great.
Raya Bidshahri [00:26:19]:
So that concludes another episode of the Fueling Creativity in Education podcast. And as a reminder, if interested in connecting with Cindy or myself about anything related to creativity and education, you can email us at questions@feeling creativity podcast.com and if there’s something that Lisa has shared on this show and you think that it’s super duper cool and you want to share it with your colleagues, please grab the link to this show and send it to them via email. My name is Dr. Matthew Werwood.
Cyndi Burnett [00:26:46]:
And my name is Dr. Cindy Burnett. This episode was produced by Creativity and Education in partnership with WarwoodClassroom.
Lisa Saunders [00:26:54]:
Dot.

What are some potential benefits and drawbacks of using technology like plickers in the classroom to gather real-time data on student feelings and learning readiness?

In this episode of the Fueling Creativity in Education podcast, Dr. Cyndi Burnett and Dr. Matthew Worwood welcome Lisa Saunders, a 4th grade teacher based in Connecticut. Listen in to gain insight into Lisa’s experience at the Teacher Innovation Studio (a program facilitated by Matt) and how it transformed her thinking as an educator.

Lisa shares the unique challenge she worked on that led her to become a Teacher Innovation Champion in 2022: “How can I help students regulate their emotions to be prepared for learning throughout the school day by using plickers and a choice board?”

Lisa talks about how the data from students’ plickers influenced the decisions she made throughout her creative project. She speaks on how she was taught teacher creativity and design thinking in the Teacher Innovation Studio, highlighting the personal challenges she faced with not feeling creative as an educator.

“That was my biggest takeaway from this program was flipping the script on my thinking about creativity and how I view it. Now, I see that everything I do is creative. Every time I step into my classroom, I am creatively solving a problem.”  – Lisa Saunders

Lisa then shares the valuable lessons she learned from being in a teacher cohort and how she’s helping her students navigate their emotions and become better problem-solvers.

Lisa’s Tips for Teachers and Parents:

  1. Just go for it! Try something new and if it fails, that’s okay. Failure is good!
  2. Know that you are creative.
  3. Trust yourself and focus on the good. You are doing a great job! Remember how many incredible things you’re doing every day.

Guest Bio

Prior to becoming a teacher, Lisa worked in sports marketing. She has been an elementary educator for more than 10 years and I have had experience teaching in grades K through 6th. She is currently teaching fourth grade at Long Meadow Elementary School which is Region 15 (Southbury/Middlebury).

Lisa went to Western New England University for her undergraduate degree, where she played D3 basketball all four years. She scored more than 1,000 points and had almost 1,000 rebounds. Lisa was a two-year captain, MVP, and coach’s award, ranked as D3hoops.com player, and in 2019, she was inducted into the Western New England University Hall of Fame.

Lisa obtained her masters from Sacred Heart University. Most recently, she received Educational Administration & Supervision Sixth-Year Certificate (092) from the University of Bridgeport. Lisa is also the Teacher Innovation Champion 2022! Lisa currently resides in Southbury, Connecticut with her husband and two boys.

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