A Book Critique of Alta Creatividad- guia teórico-práctica para producir la innovación y el cambio

Hilda Cañeque

Pearson Education- 2008

Alta Creatividad is a guide for people who are mainly running a business. Its main objective is to help people develop their creativity in their business or lives. Cañeque (2008) also characterizes creativity, makes the reader explore their selves and helps them develop creativity in order to produce innovation and positive changes in their fields of work.

In a globalized world which is always in constant development, changes need to be accepted and dealt with focusing on people’s need. Dr. Shlemenson (2008) in the prologue of this book states that this new millenium comes with many changes that have a global nature and that are in connection with technology, social and environmental issues.

The book is divided into eight chapters and in each of them there are topics to read and to reflect on. Many real cases are shown, giving the readers a picture of a problem and finally making them analize it and apply the example in their reality. There are also activities that the readers should work on so as to think and evaluate how to develop strategies to face changes. It would have been useful if the author had included suggested answers to the questions she formulated so as to have an idea on what to do after some circumstances.

Particularly important is the place the book gives to self evaluation. After presenting real cases, the author invites the reader to answer questions about their own personality and how they would have solved some situations so as to put into practice the author’s words. What is more, the activities help readers identify and solve problems dynamically.

The book is advisable for any person who finds changes as a problem. But a problem is not just what the word means; it is an opportunity to face reality in a different way. As Cañeque (2008) reflects “estar abierto significa percibir ampliamente, sin preconceptos, juicios ni temores” (p.63). The book practically makes the reader find a positive manner to deal with changes, open their minds and not fall into failure by the exploration of creativity.

References
Cañeque, H. (2008). Alta creatividad- Guia teórico-práctica para producir la innovación y el cambio. Buenos Aires: Prentice Hall- Pearson Education.

Teachers of English do not only teach a language

In 2008 I started working at New winds school. It was a school that used to accept children who were expelled from other schools where misbehaviour was not accepted. During their formal classes each grade had its Spanish teacher and an educational psychologist working together.
I was assigned 4th grade, they had English classes during the afternoon, from 13.15 to 16.25, from Monday to Thursday. They were 24 students, 12 girls and 12 boys. I really liked the idea of working there as I think that I am not only a teacher who “teaches” them a language but also someone who cares about their integrity, feelings and values. As Lanier (1997) states "Their (teacher´s) job is to counsel students as they grow and mature - helping them integrate their social, emotional, and intellectual growth" (New relationships and Practices, para. 5).
I was warned that it was the worst grade to work with as they had many discipline problems, they were talkative and used to challenge the teachers they had. There were some boys that had serious problems in class, specially one, Mauricio, who used to throw chairs and desks and hit his partners when there was something that annoyed him.
It was hard work. Plan lessons with a project format, which was new for me. The idea was to present the language in a natural context. I had to find the “what for” for every activity I presented. I maintained meetings with my coordinator every week as well as with the Spanish teacher and the educational psychologist every now and then. But as we know, hard- working experiences are fructiferous.
I will never forget the time that Mauricio had one of his many outbursts. His face was red in extreme anger. The headmaster had told him that he would be penalized. He was one of the responsible boys for having done something bad during the break. As usual, I had to leave the classroom with him. I could not stand seeing him that bad. I talked to him, he cried a lot, he was really in pain. I managed to calm him down, offered him a hug and continued with my work in the classroom.
I cannot deny that the episode was not very relevant but I can reassure that his behaviour had changed a lot by the last part of the year. I also know that I was not 100 % responsible for his change but I had contributed to it.
What would happen if, instead of going out with him those many times and showing him that I cared about his feelings, I would have stayed in the class saying “this cannot be tolerated, I do not work for this”? How many times do we hear that phrase? Is it that we only teach English? Or do we really want to work hand in hand with children so they do not feel frustrated?





Footnote: all the names were changed to preserve identity.



References

Lanier J. T, (1997) Redefining the Role of the Teacher: It's a Multifaceted Profession.
. Michighan State University.
Retrieved October 2011, from http://www.edutopia.org/redefining-role-teacher.

Critical incident, a tool for professional growth

Fernandez Gonzalez, Elórtegui Escartín and Medina Pérez (2003) state that learning processes at teacher training college have changed. It is important to note that teachers should not only be good at the subject they teach but also they should be able to observe the classroom. What is more, they should reflect about their beliefs and therefore look for strategies to face classroom problems.
“The teaching - learning process at teacher training college is a collaborative fact involving two or more people” (Fernandez Gonzalez et al, 2003, p.102). When studying, the teachers “should be provided with a preparation to face the problems in the classroom when an unexpected situation happens” as, “difficult situations will require different solutions” (Fernandez Gonzalez et al, 2003, p.104 ). In these situations, we should apply what is called CIR (critical incident report).
A critical incident is a piece of writing in which a teacher describes classroom experiences. This method is used to reflect upon a specific situation which took place in the classroom and can be used for analysis. Colleges should provide teachers with the tools to interpret and analyze situations. They should also allow teachers to take decision by a given situation. These determinations will enrich their growing as professional in the interaction with reality and practice. (Fernandez Gonzalez et al, 2003).
Fernandez Gonzalez et al. (2003) also add that critical incidents should be included in the curriculum so they become part of the teachers´ meaningful learning. Their structure should include information such as the context where the situation takes place, the description of the problem, the possible causes that explain what happened and the solutions to the problem.
In conclusion, critical incidents are an important tool when studying or while in service, as they offer the teacher moments to reflect upon their work and to discuss possible answers to different situations that they might face during their career.







References
Fernandez Gonzalez, J., Elórtegui Escartín, N., & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de formación de profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved October 2011, from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107