3 creative routines to help foster a safe learning environment

Laura Vazquez
Group of Young Children sat on the floor, laughing with a teacher

“The world is undergoing revolutionary changes, we need a revolution in education too.” -Creative Schools, Ken Robinson

In February 2006, the late Sir Ken Robinson delivered a talk at TED titled: . This was some years ago and time seems to have stood still in education since then.

Creativity is a key 21st century skill. Our young students need to harness it in order to be successful in further education and the workplace, especially now that technology is advancing at such a rapid rate.

So what can we do to encourage creativity and create a safe learning environment? I’ll take you through three activities that I use with my own students to help them flourish.

Clear and structured objectives

To nurture and encourage creativity in the classroom, it is important to have clear, well-structured objectives and routines that give students a safe learning environment. Here’s a breakdown of a few you can try in your classroom.

1. Monday activity

As part of your routine, do something different every Monday and have your students guess what it is. For example, you could change your earrings or only wear one. You could shave your mustache, wear a hat, or do something less obvious.

Students should participate too, so have them do something different every week. Select a student in the class and everyone must guess what has changed that Monday.

This activity is designed to encourage students to pay attention to each student in the class and notice things about them during the week. At the same time, it will encourage them to be creative and think about how to do things differently and mix up their own routines.

2. Friday team building challenge

Every Friday, my class play a team building challenge activity which helps them set and follow rules, be respectful to one another, and work and play with students from different circles.

Here’s a simple, energetic team building activity you could try:

  • Have students call out all the new vocabulary words they learned during the week. Write them on the board as they do so.
  • Split the class into teams of four or five students.
  • Tell them they have to use their bodies to spell each word (if there are lots of words, pick the top three). Wipe the word off the board and explain that they can stand up, lie down, and use their arms and legs – but they should work together to form the shapes of the letters. The first team that correctly spells the word you dictate wins a point!

3. "Hurray, I failed” activity

The final activity is all about celebrating failure. Start by putting students in a circle or a line, and have them each name a color out loud. If someone repeats a color or takes longer than five seconds to answer, they must stand up, dance, and shout “hurray, I failed!” as loudly as possible.

You can select any topic – such as nouns, countries, or, even better, your students’ interests. The intention is to create a safe learning environment for your class, where students feel supported and being wrong is fun and okay. This will enable students to participate in class without fear of judgment or criticism.

Try it out until your students become comfortable with dancing and 'hurraying' in front of everyone in the group.

This activity has yielded fantastic results with groups of people I’ve worked with, regardless of their age group (young, old, junior high). Participants may feel silly or shy, until one participant starts doing it for fun, and then the rest of the group will start feeling comfortable with being wrong. They will realize it’s okay, and the exercise will start to flow with greater ease.

If your group is shyer or your students are more introverted, you can ask the person who makes a mistake to wear a silly hat – until the next person fails.

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    Grammar: how to tame the unruly beast

    By Simon Buckland

    “Grammar, which knows how to control even kings”- ѴDZè

    When you think of grammar, “rule” is probably the first word that pops into your mind. Certainly the traditional view of grammar is that it’s about the “rules of language”. Indeed, not so long ago, teaching a language meant just teaching grammatical rules, plus perhaps a few vocabulary lists. However, I’m going to suggest that there’s actually no such thing as a grammatical rule.

    To show you what I mean, let’s take the comparative of adjectives: “bigger”, “smaller”, “more useful”, “more interesting”, etc. We might start with a simple rule: for adjectives with one syllable, add -er, and for adjectives with two or more syllables, use more + adjective.

    But this doesn’t quite work: yes, we say “more useful”, but we also say “cleverer”, and “prettier”. OK then, suppose we modify the rule. Let’s also say that for two-syllable adjectives ending in -y or -er you add -er.

    Unfortunately, this doesn’t quite work either: we do say “cleverer”, but we also say “more sober” and “more proper”. And there are problems with some of the one-syllable adjectives too: we say “more real” and “more whole” rather than “realer” or “wholer”. If we modify the rule to fit these exceptions, it will be half a page long, and anyway, if we keep looking we’ll find yet more exceptions. This happens repeatedly in English grammar. Very often, rules seem so full of exceptions that they’re just not all that helpful.

    And there’s another big problem with the “rule approach”: it doesn’t tell you what the structure is actually used for, even with something as obvious as the comparative of adjectives. You might assume that it’s used for comparing things: “My house is smaller than Mary’s”; “John is more attractive than Stephen”. But look at this: “The harder you work, the more money you make.” Or this: “London is getting more and more crowded.” Both sentences use comparative adjectives, but they’re not directly comparing two things.

    What we’re actually looking at here is not a rule but several overlapping patterns, or paradigms to use the correct technical term:

    1. adjective + -er + than
    2. more + adjective + than
    3. parallel comparative adjectives: the + comparative adjective 1 … the + comparative adjective 2
    4. repeated comparative adjective: adjective + -er + and + adjective + -er/more and more + adjective

    This picture is more accurate, but it looks abstract and technical. It’s a long way from what we actually teach these days and the way we teach it, which tends to be organized around learning objectives and measurable outcomes, such as: “By the end of this lesson (or module) my students should be able to compare their own possessions with someone else’s possessions”. So we’re not teaching our students to memorize a rule or even to manipulate a pattern; we’re teaching them to actually do something in the real world. And, of course, we’re teaching it at a level appropriate for the student’s level.

    So, to come back to grammar, once we’ve established our overall lesson or module objective, here are some of the things we’re going to need to know.

    • What grammatical forms (patterns) can be used to express this objective?
    • Which ones are appropriate for the level of my students? Are there some that they should already know, or should I teach them in this lesson?
    • What do the forms look like in practice? What would be some good examples?

    Existing grammar textbooks generally don’t provide all this information; in particular, they’re very vague about level. Often they don’t even put grammar structures into specific CEFR levels but into a range, e.g. A1/A2 or A2/B1, and none fully integrates grammar with overall learning objectives.

    At app, we’ve set ourselves the goal of addressing these issues by developing a new type of grammar resource for English teachers and learners that:

    • Is based on the Global Scale of English with its precise gradation of developing learner proficiency
    • Is built on the Council of Europe language syllabuses, linking grammar to CEFR level and to language functions
    • Uses international teams of language experts to review the structures and assess their levels

    We include grammar in the GSE Teacher Toolkit, and you can use it to:

    • Search for grammar structures either by GSE or CEFR level
    • Search for grammar structures by keyword or grammatical category/part of speech
    • Find out at which level a given grammar structure should be taught
    • Find out which grammar structures support a given learning objective
    • Find out which learning objectives are related to a given grammar structure
    • Get examples for any given grammar structure
    • Get free teaching materials for many of the grammar structures

    Think of it as an open-access resource for anyone teaching English and designing a curriculum.