Assessing English Language Teacher’s Creativity Quotient

Albert P’Rayan, India

Dr Albert P’Rayan teaches Technical English and English Communication Skills courses at KCG College of Technology, Chennai, India. He is also an ELT resource person and teacher trainer. His areas of interests include ESP, Technology-Integrated Language Teaching, and teacher education. He contributes a weekly column ‘English Blues’ to Edex, a higher education supplement of The New Indian Express. E-mail: rayanal@yahoo.co.uk

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Abstract
Introduction
Theoretical background
Views of English language teachers and learners on creativity in ELT
Definition of creative teachers
Workable definition of a creative teacher
An effective teacher of English is also a creative teacher
Creativity is important for teachers of English
Characteristics of a creative teacher of English
Difference between a not-so-creative and a creative teacher
Measuring creativity in ELT
Ways to enhance English language teachers’ creativity
Conclusion
References

Abstract

Creativity, considered a vital twenty-first century skill, is seen as being increasingly important in English language teaching (ELT ). It is believed that creative teachers have positive impact on learners and contribute to better learning. In this context, it is hypothesized that if ESL/EFL teachers have access to a tool to assess their own creativity quotient, they will be motivated to take steps to enhance their creativity in English language teaching (ELT) and become effective teachers. This paper presents how an assessment tool to help teachers of English self-assess their creativity quotient in ELT was constructed and recommends ways to enhance their creativity in ELT in order to become effective teachers.

Introduction

The term ‘creativity’ has been used more in the twenty-first century than ever before. There are numerous studies that prove the importance of creativity in all fields. The impact creative teachers have on learners and learning has also been discussed in several conferences and there is much literature available on the need for creativity in education. Creativity is a vital skill which English language learners of twenty-first century need to possess in order to be part of the knowledge society. The importance of creativity in English language teaching (ELT) has also been discussed in several forums.

In the past, teachers were expected to have a high intelligence quotient (IQ). Later, emotional quotient (EQ) was considered more important than intelligence quotient. Of late, need for enhancing creativity quotient is being discussed in educational institutions world over.

There are tests available to help individuals assess their creativity quotient. Is there any existing tool to help teachers of English assess their creative quotient in English language teaching? Most probably, there is no such test. In this context, it is hypothesized that if ESL/EFL teachers have access to a tool to assess their creativity quotient, they will be motivated to take steps to enhance their creative quotient in ELT and become effective teachers. It is based on the premise that an effective teacher of English is a creative teacher.

The two objectives of this paper are to design a tool to help teachers of English as a second language (ESL) or foreign language (EFL) self-assess their creativity quotient and suggest ways to enhance their creativity quotient so as to enable them to become effective teachers. The tool is named English Language Teacher’s Creativity Quotient (ELTCQ).

The paper presents the views of experts on the need for creativity in education, presents and analyzes the views of English language teachers and students on the importance of creativity for teachers of English and the impact of teachers’ creative approach on English language learners and learning, and suggests an assessment tool, based on the views of experts, teachers and learners, to help teachers of English self-assess their creativity quotient in English language teaching and recommends ways to enhance their creativity in English language teaching. The paper has these four main sections: Theoretical background, Pre-design stage of ELTCQ tool, Design of ELTCQ tool and Post-design of ELTCQ.

Theoretical background

This section reviews literature related to the definition of creativity, the impact creativity has had on major fields in the globalized world, the role of creativity in education, and the importance of creativity for teachers in general and teachers of English in particular.

There are numerous definitions of the term creativity and each definition highlights a few characteristics of creative people. It is important to have a comprehensive and workable definition of creativity. One characteristic that is mentioned in most definitions is novelty. For example, the characteristics of creativity according to Csikszentmihalyi (1996) are novelty of an act, idea or product and its acceptance in the domain. In Weisberg’s (1993) definition the characteristics mentioned are novelty, its value, and its appropriateness and in Franken’s (2002) the main characteristic is uniqueness. Feist (1967), based on his meta-analysis of personality, has listed some characteristics of creative people: being more open to new experiences, less conventional and more self-confident and impulsive. Based on these definitions, a comprehensive definition of creativity is given here. Creativity is the tendency or ability to generate an idea, act, method, approach or product that has novelty, uniqueness, appropriateness and value and is accepted for inclusion in the domain.

Much has been written about the importance of creativity in every field in the globalized society. Southwick (2012), for example, states that creativity enhances life and out-of-the-box thinking is important in the changing world. It is predicted that there will be a great demand for creative people for various positions world over. Tough Choices for Tough Times, the new Commission on the skills of the American Workforce, National Centre on Education and the Economy (2007) predict that the best employers will look for most creative people and will be willing to pay any amount of money for their services.

The importance of creativity in education has been a much discussed topic in the past few decades. The Partnership for 21st Century Skills, a leading American advocacy organization focused on infusing 21st century skills into education, states that creativity is a vital 21st century skill the students need to have in order to climb up the ladder of success. A leading creativity expert Ken Robinson (2006) says that creativity is as important in education as literacy. The Centre for Public Education in its report on Defining a 21-st century education: At a glance, based on employer surveys and other evidence, lists three kinds of learning that are important for students to succeed in life: i) traditional academic knowledge and skills, ii) applied literacies, and iii) broader competencies including problem-solving skills, critical thinking, interpersonal skills, and creativity. A research project to explore the characteristics of creative teachers and to identify the behaviours and environments that support the development of these attributes was undertaken by Canterbury Christ Church University and Future Creative during 2004-2005. The researchers Cremin, Barnes and Scoffham (2009) state that teachers’ creative approaches contribute to learners' personal growth as they realise the importance of risk-taking and become more engaged with the world around them. According to the researchers, the three key elements that define the creative teacher are: teacher’s personal qualities, the teacher’s teaching approaches, and the school’s ethos.

Creative teachers contribute to developing learners’ creativity which in turn leads to positive outcome. In a classroom if students are being creative they are likely to play with new ideas, look at things from different viewpoints, explore ideas and options, try alternatives and fresh approaches, reflect critically on ideas, actions and outcomes (Morris, 2006). Stenberg & Williams (1996) emphasizing the importance of creativity for teachers state that if teachers want to develop creativity in their students they should be creative and role models for their students.

Only creative teachers who value their own creativity can promote creativity in learners. Such creative English language teachers being role models for learners of English do help them learn the language better. There is correlation between teachers’ creativity and effective learning of English. Studies have proved that in schools where the standards in English are high teachers’ passions about teaching English and creativity are very much valued (Frater, 2001 and cited in Cremin, 2009). Creativity is not something desirable but it is important for an English language teacher, especially for an ESL teacher. Language learning is not a mechanical process but a creative process and therefore creativity should not be seen as optional but a goal of the English curriculum and it should be given increased attention (Cremlin, 2009).

Views of English language teachers and learners on creativity in ELT

The two groups of people who can give views on creativity in English language teaching are English language teachers and English language learners. So, it was decided to gather their views on creativity in English language teaching through different modes: face-to-face interviews, questionnaires, online forums and social networks.

A questionnaire containing a set of nine questions was sent to fifty teachers of English by email. Thirty of them teach English at the tertiary level and the rest teach the language at the secondary level. They were asked to give their responses to the following questions:

1. What is your definition of a creative teacher?
2. Here is a definition of creativity: Creativity is the tendency or ability to generate an idea, act, method, approach or product that has novelty, uniqueness, appropriateness and value and is accepted for inclusion in the domain. Do you agree that this definition can be applied to describe a creative teacher?
3. Do you agree that an effective teacher of English is also a creative teacher?
4. Do you think creativity is important for teachers of English? Why?
5. Have you ever tried to measure your creativity in ELT?
6. Do you think if a tool (test) to help teachers of English self-assess their creativity is available, the teachers will be motivated to enhance their creativity in ELT?
7. Do you think creativity can be taught or people can enhance their creativity?
8. What are the characteristics of a creative teacher of English?
9. What are your suggestions for teachers of English to enhance their creativity?

The teachers were asked to answer the questions in any order they liked. They were also told that it was not necessary for them to answer all the questions.

The same questionnaire was posted on a Facebook group “English Language Teaching for 21st Century ELLs” and the members of the group were asked to respond to the questions. Though the group has members from different countries, only teachers from India responded to the questions. Their views were also analyzed.

Views from sixty English language learners, mostly university students whose level of English is at the intermediate level, were also collected through face-to-face interviews and questionnaire. They were asked to give their answers to the following three questions.

1. Do you think creativity is important for teachers of English? Why?
2. What are the characteristics of a creative English language teacher?
3. How is a not-so-creative teacher different from a creative teacher?

A summary of the responses of the respondents is given here.

Definition of creative teachers

The purpose of asking teachers to give their definition of a creative teacher, not necessarily an English language teacher, was to know the qualities which teachers expect of a creative teacher.

A creative teacher is:

• one who can think on his feet and adapt his teaching to maximize learning in his classes.
• one who is sensitive to and observant of his learners’ needs and adapt methods which would maximize learning.
• one who is able to do or produce something new (fresh ideas, new lessons, new activities, etc) using one's own intuition.
• one who does not follow the same method of teaching.
• one who attempts to devise new methods of conveying his/her explanations and concepts.
• one who makes adjustments/changes in the lesson plan during the lesson and thinks of different ways to teach the same item
• one who prepares study material and design activities that kindle students’ imagination and creativity
• one who identifies and appreciates creativity in colleagues and students and learns from others’ creativity
• one who makes creative use of unexpected situations in class, turns every obstacle in the session into an opportunity

The key qualities mentioned in the forty definitions given by teachers of English are: original, novel, unique, stimulating, adaptable, observant, able to produce something new, different, learner-centred, innovative, productive, and prolific.

Workable definition of a creative teacher

The respondents were asked whether they agreed that this definition of creativity - Creativity is the tendency or ability to generate an idea, act, method, approach or product that has novelty, uniqueness, appropriateness and value and is accepted for inclusion in the domain - could be applied to describe a creative teacher. Thirty-six respondents (72 percent) agreed that the definition could be used to describe a creative teacher as it embodies the qualities such as novelty, uniqueness, value, appropriateness and acceptance. The other respondents wanted to include the characteristics they had mentioned as answers to the questions on their definitions of a creative teacher and the characteristics of a creative English language teacher.

An effective teacher of English is also a creative teacher

All respondents agreed that that an effective teacher of English is also a creative teacher. An English language teacher who lacks creativity cannot consider him/her an effective or good teacher as language teaching requires creativity. From their responses it is evident that creativity is essential for an effective English language teacher.

Creativity is important for teachers of English

All respondents agreed that creativity is important for teachers of English. The summary of the reasons stated by the respondents is given below:

• Creativity allows the teacher to see or find an alternative.
• Creativity energizes the teacher.
• Creativity stimulates students towards learning.
• The teacher has to look for examples or illustrations to make students understand various concepts.
• The students are required to sustain students’ interests.
• With the advancement of information and communication technology learners’ learning styles also have changed.
• Students want teachers to be creative since creativity breaks monotony and boredom in the classroom.
• Not all students learn in the same way - their learning styles and preferences differ . Only creative teachers can develop and use a judicious mixture of techniques and activities to help heterogeneous groups of learners.
• Only creative teachers can create an environment for learners to involve themselves actively in different learning activities.
• The situation, environment, mindset of students.... everything varies. The teacher has to tailor his/her teaching style according to the situation.
• Language has been changing and it needs to be taught creatively.

English language teachers face many unprecedented challenges in the classroom and to face these challenges successfully the teachers need to be creative. Teachers of English need to provide creative solutions to problems experienced by teachers and learners in the English classroom in order to be successful in the profession. Since language is changing, learners and learning situations are different, and heterogeneity demands variety, creativity is important for English language teachers.

Characteristics of a creative teacher of English

The respondents mentioned many characteristics of a creative teacher of English. Their responses were based on their experience as teachers now and learners in the past, their observation, their interaction with fellow teachers, and the feedback collected from students. The characteristics mentioned by the respondents are listed here:

• A creative teacher of English (CTE) refreshes his existing knowledge continuously.
• A CTE is bubbling with enthusiasm.
• A CTE is passionate about her teaching.
• A CTE has ability to think out of the box.
• A CTE is ready to accept challenges and take risks.
• A CTE gives importance to creativity and communication rather than grammatical accuracy.
• A CTE tries to know the language needs of her students.
• A CTE brings out the creativity of his/her students.
• A CTE has a sense of humour.
• A CTE is adventurous and enjoys trying out new ideas.
• A CTE is not rule bound.
• A CTE is a keen observer.
• A CTE provides variety and vitality to each student and devotes himself utterly to the cause of learning.
• A CTE is a reflective teacher.
• A CTE has ability to read the situation and act appropriately.
• A CTE does not cling to any particular method all the time.
• A CTE can come up with new ideas.
• A CTE is passionate about her professional development.
• A CTE makes her relevant to the students.

Most respondents had used the following adjectives as characteristics of a creative English language teacher: original, open-minded, reflective, observant, imaginative, adaptive, and unpredictable.

Difference between a not-so-creative and a creative teacher

The respondents (teachers and students) were asked to answer the question how a not-so-creative teacher (of English) is different from a creative-teacher (of English) by listing the characteristics of both types of teachers. The term ‘not-so-creative teacher’ is preferred to ‘non-creative teacher’ because it is believed that every individual has some level of creativity in him/her. Based on the responses collected from the respondents, the following list of differences between the two types of teachers was prepared:

1. A not-so-creative teacher is interested in the final product or results but a creative teacher is interested in the process of achieving results.
2. A not-so-creative teacher is not willing to take risks but a creative teacher enjoys taking risks.
3. A not-so-creative teacher spoon-feeds but a creative teacher stimulates.
4. A not-so-creative teacher is like a robot and lacks imagination but a creative teacher is imaginative.
5. A not-so-creative teacher considers challenges as problems and avoids them but a creative teacher considers challenges as opportunities and explores them.
6. A not-so-creative teacher doesn’t want to be challenged but a creative teacher loves to be challenged.
7. A not-so-creative teacher acts by rules and regulations but a creative teacher doesn’t want to be bound by rules.
8. A not-so-creative teacher makes their students lose interest but a creative teacher enlivens their students and sustains their interest.
9. A not-so-creative teacher sticks to the textbook but a creative teacher adapts the textbook or uses her own materials as per the needs of the students.
10. A not-so-creative teacher doesn’t allow students to imagine and think but a creative teacher creates an environment for students to imagine and think.
11. A not-so-creative teacher does not want to find out the learner needs but a creative teacher knows the learner needs and adapts her teaching.
12. A not-so-creative teacher works hard but a creative teacher works smartly to achieve the desired result.

Measuring creativity in ELT

If individuals’ creativity quotient (IQ) can be measured it is possible to measure individuals’ creativity quotient (CQ) too. Several tools are available to test individuals’ creativity quotient (CQ). For example, Gladwell (2008) used “divergence tests” and Guilford (1967) constructed “psychometric tests” to measure the creativity quotient of individuals. We do not seem to have any specific assessment tool to help English language teachers measure their creativity in English language teaching. Most respondents agree that creativity of teachers can be measured. There are various responses to the question on how it can be measured. Some respondents have stated that creative teaching can be measured with the help of students’ evaluation of their teachers, through observation of the teaching practice, with the help of a rating scale used by the students, and by going through the teachers' diary if it gives his reflections on his day to day teaching.

Respondents feel that if a tool (test) to help teachers of English self-assess their creativity is available, the teachers will be motivated to enhance their creativity in ELT. Based on the data collected from English language teachers and English language learners, the English Language Teaching Creativity Quotient (ELTCQ) was devised. The test contains 30 questions which help teachers self-assess their creativity quotient in ELT. Teachers whose scores are not at the desired level should reflect on their personal qualities, teaching practices and identify the areas in which they should improve.

Test your Creativity Quotient in English Language Teaching (ELT)

Are you a creative teacher? Do you English as a second language or a foreign language creatively? Here is a tool to help you self-assess your creativity in ELT. To what extent do the following statements reflect your character? Answer them according to how you feel. On the scale, 5 means you strongly agree, 3 means you agree but not strongly, and 1 means you do not agree.

Now, add up your score for all 30 questions. A score of 120 – 150 suggests a high potential for creativity. A score of 100 - 120 shows above-average potential. A score of 75 – 100 shows average potential, and a score below 75 suggests a lower ability to be creative.

Ways to enhance English language teachers’ creativity

Creativity is taught in many educational institutions across the globe and several studies have also proved that creativity can be acquired. Most respondents agree that creativity can be taught but individuals should have desire to enhance their creativity. Some respondents say that creativity cannot be taught but teachers who want to develop their creativity quotient can be stimulated and guided.

Respondents believe that if teachers have access to a tool that can be used to assess their creativity in English language teaching, they can think of ways to enhance their creativity. If proper reflection follows the assessment of one’s creativity quotient the teacher can take steps to enhance their creativity. Creativity is not equated with effectiveness but in order to be effective the teacher should be creative. Practicing teachers have given the following recommendations for the teacher to improve her creativity in English language teaching. They, based on their experience as teachers, have given the following recommendations to help teachers enhance their creativity in English language teaching.

• The English language teacher should give importance to reflective teaching
• The teacher should be willing to try out new ideas and break free from conventional teaching.
• The teacher should update her knowledge constantly by attending conferences and engaging herself in research papers.
• The teacher should discuss problems and challenges faced by them in the classroom with fellow teachers.
• The teacher should willingly carry out action research.
• The teacher should understand the context and background of students and carry out learner needs analysis.
• The teacher should have exposure to different approaches, methods and techniques of teaching.
• The teacher should continually try something different to improve her quality of teaching.
• The teacher should prepare new lesson plans regularly. The lesson plan should have new activities.
• The teacher should constantly assess the effectiveness of her teaching by getting feedback from learners and observers.
• The teacher should write her insights in a diary.
• The teacher should be exposed to different challenges such as mixed-ability groups of students, students with learning disabilities, etc.
• The teacher should introduce problem-based learning in the class.

Conclusion

Thirty-five participants of an ELT conference used this assessment tool to measure their creativity in ELT. Their scores were different. They found the assessment test useful and expressed their desire to enhance their creativity. Some participants said that the assessment tool was quite helpful in the sense that it encouraged them to do a self reflection on teaching experiences and to identify their strengths and limitations. The results of the study appear to support the hypothesis that if teachers are provided with a test to help them assess their creativity quotient in English language teaching, they will be motivated to enhance their creativity.

The assessment tool can be used in different countries where English is taught either as a second or a foreign language and based on the feedback collected from the teachers who have used the tool to assess their creativity, the tool can be modified. Recommendations given by the respondents to help teachers improve their creativity in ELT can also be modified based on the effectiveness. Further research in this area can be carried out and the ELTCQ can be modified based on feedback from practicing teachers.

References

Cremin, T., Barnes, J. and Scoffham, S. (2009) Creative teaching for tomorrow. Deal, UK: Future Creative

Csikszentmihalyi, M (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial

Defining a 21st Century Education: At a glance. Retrieved from
www.centerforpubliceducation.org

Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309.

Franken, R. E., (2002). Human Motivation. Wadsworth, Belmont, CA.

Gladwell, M. (2008). Outliers: the story of success. New York, Little, Brown and Co.

Guilford, J.P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill.

Morris, W. (2006). Creativity: Its Place in Education. Retrieved from
www.jpb.com/creative/Creativity_in_Education.pdf

Partnership for 21st Century Skills. Retrieved from
www.p21.org/overview

Robinson, K. (2006) Ken Robinson says schools kill creativity, TED Ideas worth spreading. Retrieved from
www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htm>

Southwick, F. (2012). Academia Suppresses Creativity. The Scientist. Retrieved from
www.the-scientist.com

Sternberg, R. J., & Williams, W. M. (1996): How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.

Tough Choices Tough Times. The Report of the new Commission on the Skills of the American Workforce. National Centre on Education and the Economy (2007) Retrieved from
www.ncee.org/wp-content/uploads/2010/04/Executive-Summary.pdf

Weisberg, R. A. (1993). Creativity: Beyond the myth of Genius. New York: Freeman.

21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Retrieved from
www.p21.org

Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the How the Motivate your Students course at Pilgrims website.
Please check the Building Positive Group Dynamics course at Pilgrims website.
Please check the How to be a Teacher Trainer course at Pilgrims website.