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

Blame who you will about that. But I’m glad this conversation is taking place and I plan to stay posted on other thoughts on this. I live to be creative and I hope my own creativity inspires others to be likewise minded in our district.

I think if I were suffering from this, the last thing I’d want is a “creativity campaign” orchestrated to “fix” me. That’s an eye-roller for sure.

Second thought: no one stops learning. Seriously. I’m not sure as a human that it’s possible to stop learning. Teachers just might not be learning what we want them to (because they’re not interested / engaged)…

Final thought: one cause for ‘creativity fatigue’ in K-12 educators may be the constant quashing from above. Learners / innovators tend to want to implement what they learn! The school systems that are set up to systemically support innovative, out-of-the-box thinking (or even simple, useful suggestions) by classroom teachers are few and far between.

If you actually implement this PD activity with teachers please let me know how it goes and what your lessons learned are afterwards, along with those of others.

Bring in a savy 12 year old from another school. Ask each teacher to have brought a copy of their latest test with them. In most schools this will be some multiple choice or true / false bit that is easy to grade and requires memorization.

The 12 year old with google in a matter of minutes answers all the questions correctly having had no previous experience in the class. The presenter then poses the question, “Why do we need you?” “Are you relevant?” “In light of what just happened why should the district, state, school employ you?”

It would be fun and powerful.

The peer fatigue of the “yeah but” teachers (as Marco Torres calls them) can certainly be wearisome. Some specific advice ideas come to mind:

1- I think too much of our focus has been placed historically, in edtech circles, on trying to change teachers instead of trying to empower students. If students are empowered, knowledgeable, and motivated to use technology tools in engaging and creative ways to demonstrate their mastery of assigned knowledge and skills, I think they can move the school reform agenda forward more powerfully than many teachers can. So I think we need to focus more on empowering students, rather than trying to change teachers.

2- Our social networks are key in terms of avoiding pessimism and fatigue, when it comes to working with others who do not want to change. Since no one has to be an island anymore, the encouragement we receive here from each other is vital. I find that to be a daily encouragement, as I’m guessing you do as well. I think venting (as we can appropriately of course, respecting confidentiality and safety concerns) about situations and issues we are facing is VERY important, and can tangibly address those fatigue issues.

3- I think digital storytelling is key in this conversation. Helping our students create and communicate compelling stories about issues that matter in our local community can do more to change people’s perceptions about educational technology and the role technologies can play in teaching and learning than lots of professional development workshops.

4- Consider starting a book study at your school using Phil Schlecty’s excellent book “Working on the Work.” A lot of the conversations we need to have focus on pedagogy, rather than just technology. Schlecty’s book is the best one I’ve found yet which can help teachers do this in practical ways.

I am not sure if the above is helpful or not. What you’re asking is a BIG question. Thankfully we have social networks now that we can at least (in many cases) access from home, if we want to take the time and make the effort to do so.

Keep the faith! Educational change becomes a reality when we choose to change our own learning practices each day. You may not be seeing the change in many of the teachers you work with, but those who work with YOU see the changes in your own ideas and practices, and that DOES make a difference.

I am one that burns the late night oil researching, learning, striving for self-improvement when it comes to technology integration/implementation creatively. However, my “fatigue” comes from trying to convince some secondary teachers and administrators that we can engage our students to the point of them wanting more. As as fellow believer in technology and using it as a tool to challenge and engage students of today, what advice do you have for one that feels “fatigued” as a result of peers not wanting to learn new resources and engage the students of today using tools that are common everyday applications.