Is creativity important, and specifically is it so in teaching and learning?
My short answer, “Yes”.
I would argue that without creativity there is the danger of not challenging what we do and why we do it. Possibly to go blindly along with what we are told without question for we have no drive, no vision of how things could be different, no need even, to do anything different. Without creativity in our lives, we risk seeing the world only as a series of things we are directed to achieve in the way we are shown to achieve them. Should we forgo challenge and accept obedience? This may be fine when we want or need compliance[i] but do we want compliant learners or those who challenge us to explain or justify what it is we want them to learn?
What’s this thing called, love? (it’s all in the punctuation!)
It would appear that how to define creativity is a bit of a problem. My evidence for this is the number of texts that have set out to do just that, to put creativity into a box, to define it. A good review of the thinking on creativity is by Arthur J Cropley in “Creativity in education & learning a guide for teachers and educators”[ii] . It is one of those books I have to force myself to read lightly, to almost skim read, at first for there is so much to think about on each and every page. I would describe his work as a comprehensive review of almost every work on creativity up to that point. There are a staggering 17 pages of references to support his review and thinking.
In his book Cropley declared “Creativity is understood here as production of novelty”. You have to start somewhere! I cannot imagine the world where things remain the same, always. I like to think of creativity as an act of doing something differently. Either in the process or the outcome or even the approach can be different it does not matter, what matters is there was some purposeful thought or action that preceded it or that was involved that was different to how it was before. Looking at things in a different way, from a different perspective, and perhaps discovering new insights or ways of doing something.
The act of being creative is important to me. I find it is a driver, a force, an energy that pushes you to do things. I know when the opportunity to be creative is being withheld a form of stress builds within me. I have seen the same effect in others too. Without the opportunity to be creative in whatever we do or to have an outlet for our creativity people suffer. It does not matter how creativity is expressed only that it is allowed. For me, this may be through innovation, humour or in any form of problem-solving or making. I believe that by being creative, it helps in seeing the world and its challenges as a problem or series of problems to solve. Possibly and more importantly, as problems that can be solved.
Problem-solving or being creative is my approach to teaching and learning too. It is why I formed Advocating Creativity; it is my way of promoting creativity in education as well as being creative myself. Creativity is not just as a subject but a way of thinking, a way to improve learning. Creativity is a way of changing “can’t do” to “how to do”. A way of doing what is needed and not just what is asked for. I see creativity as a way of making things happen rather than waiting for them to happen. Being creative also means taking an element of both control and responsibility for whatever it is we are involved this is because we will affect the outcome in some way.
Why I believe education systems are particularly poor at being creative is twofold. The first is because the process of becoming a teacher and of gaining mastery can inhibit creativity. Teachers need to master their subject, they need to know it so well they can explain it to others and guide them through knowledge to understanding. Teachers need to set challenges and assess progress all of which requires mastery. Teachers are not novices; they are practised masters. Traditionally teachers are not solving a problem when they teach but instead delivering a solution. Importantly it is a solution they have derived from their learning. Further, they are familiar with the material way beyond novice and may forgo in their teaching what may now appear to be a trivial and unimportant element. Cropley puts it this way “Working in same area over a long period of time leads to high levels of familiarity within the field but blunts acuteness of the vision or inhibits openness to the spark of inspiration.”
The second reason we may see limited or no creativity in the process of teaching and learning is the focus on reaching targets. To be more precise the single focus on reaching a target that prevents us doing something different. Doing only that which is already being or has been done (despite success or the lack of it) to achieve the target is a real problem.
Being creative means we could be taking a risk by doing something different in a risk aversion environment. A target driven focus often means doing things an approved or recognised way. We can quickly get bogged down in our thinking with doing things the “approved” way rather than exploring different approaches. In doing things differently, there is also the risk to the teacher of returning to the novice stage once again, to revert to being a learner. I think I saw this most in the 1980’sand 1990’s with the development of IT in schools. At the time many teachers had been taught without such a resource and struggled to include its use in their lessons or to adapt their lessons to make good use of it. Many were fearful of the technology because they felt like novices once again. Having learners know more than you do is frightening for some teachers, at least it was!
I would argue that an emphasis on “success” rather than learning results in the system being driven towards a “ready solution” focused mindset. This is one where any “recognised” theory (seen as having an academic backing or reputed to have worked in the past) or approach that offers a solution to improving learning is more often than not readily adopted. This is especially the case if the theory has a research or academic pedigree. It is my experience that theories with such a pedigree will outweigh practical experience every time. Creativity from practitioners, from teachers, rarely gets a look-in if there is an “expert” spouting a solution.
Adopting a creative approach to learning is tremendously powerful if you see learning as a problem-solving activity. Once you adopt this approach to learning and a creative mindset, then many more pieces of the learning jigsaw begin to fit together. We find by adopting a problem-solving approach a landscape occurs in which theories can be seen for what they are, attempts to explain how learning takes place.
More accurately by adopting a creative problem-solving approach we see the ways in which we attempt to explain why some people learn some things easier, better or even quicker than others. The danger is when we mandate or replicate ways without applying a degree of creativity in supporting a process of adopting the practice as opposed to just adoption. Adoption only is a form of pseudo-creativity for it is not a problem-solving approach but one of solving a problem.
We can try to adopt what some other institution or organisation does to solve what we perceive as the same issue only to find it does not work. In such circumstances, the lack of creativity in adapting the approach means it fails, but worse still it is not the approach that is blamed but more often those who implement it. People are asked to work harder and are monitored closely and more frequently to discover where the failing lies. What they are not doing is considering the unique nature of their situation and adapting the approach to suit. I have seen the stress and damage this creates in an organisation first hand, and it is to be avoided at all costs!
So why is creativity important in teaching and learning? Here are a few of my suggestions.
- It is because it causes us to look at processes and practices in an objective way and challenge them.
- It asks us to consider our unique situations and how we can best achieve our aims within them.
- It encourages us to think outside of the box, to take risks but confirms our sense of ownership and responsibility.
- It helps us see what works and why and what to avoid doing what does not no matter what the pressures are.
- It is a way of getting things done, to break the cycle of doing what has always been the practice before without considering the value.
- It helps us lose our fear of being wrong.
- It creates and sustains the energy of learning, of discovery and of challenge.
[ii] Creativity in Education & Learning: A Guide for Teachers and Educators, A. J. Cropley
Psychology Press, 2001
“To see what is in front of one’s nose needs a constant struggle” George Orwell
Sometimes the obvious is on our doorstep, often ignored and rarely noticed. So it is with my experience as a teacher and in the development of the concept of Learning Intelligence, or “LQ”.
To read more of this article published at The Staffroom visit:
As teachers we break a subject down into components or elements of knowledge and understanding, into learning steps if you like. We then find the “best” way to deliver these steps in a way learners will, with a measured degree of effort, assimilate. This process is influenced by our knowledge and understanding of pedagogy and our relationship with the learners. In short we “scaffold” learning. Fairly straightforward but have you thought about it from a learner’s perspective? No? – Well read on!
Using what we know to learn what we don’t know
I have come to believe that we learn by building on what we know. This to me is a sort of mental map of my knowledge and understanding, knowing and learning (yes there is a difference, see this article: http://wp.me/p2LphS-ba). The bigger and more detailed the map the more confident we are and easier we find learning something new. For example it has been shown that speaking more than one language helps in learning a new language. I have a way of visualising this process of building on what I already know and call it “anchoring”. I look to make sense of what it is I am trying to learn or understand by referencing it with what I already know or understand what I have already learnt. I make links between what I already know and what I need to learn.
Anchoring essentially involves problem solving, an important aspect of Learning Intelligence, LQ (download a leaflet here: about-lq-with-lq-graphic). This is how this approach works and how a teacher can use it effectively in their lessons.
From the learner’s perspective
1) As the topic or subject is introduced we have to look and listen for words or phrases we already recognise.
2) We cannot assume they mean the same thing in this scenario as they do in others so we need to seek clarification and check meaning and relevance.
3) We take enough time to reflect on how what we know fits in with what we are learning. This also involves asking questions to check the links are valid.
4) Next is a sort of consolidation phase, where we explore a little further trying to see where what we know already and what we are trying to learn may take us.
5) This leads to as a sort of prediction phase where the links are established and we are ready to embark on a new learning journey. We can make educated guesses or predictions if given certain pieces of information.
So learning starts by seeing learning as a problem to solve and a period of analysis and reflection.
From the teacher’s perspective
1) Ask yourself what students need to know or understand in order to make a start on this topic and prepare questions you can ask to check before starting the topic.
2) Don’t assume understanding. Often the same words or phrases can be learnt without understanding. Build in a check and reflection phase during the topic introduction. Acknowledge and praise where students show understanding or can make links with relevant knowledge.
3) Create an opportunity for students to identify what they already know and how it can be useful in the learning process.
4) Introduce risk taking in the learning process. Encourage students to make assumptions or predictions about the new topic. Here are some questions that can be used to initiate this process. “Knowing what we know already what might happen if…?” “How do you think this might link to…?” You are actually leading up to “Let’s find out”
5) Don’t underestimate how much effort this takes on the part of the learner. Allow for structured mental breaks and reflection periods. Build in activities that create opportunity for pair or small group work and class feedback sessions.
The proof is in the pudding
I have tried this out on myself in learning about path-finding algorithms used in game programming and after 50 minutes I was in need of a mental break despite being very interested. I went through all the steps I suggest a student goes through here. During the process I was not passive, there is no good sitting there and hoping you are on the same page as the teacher. Learning intelligence, LQ, is about managing your learning environment and that means interacting with it.
There are two other observations to make about this approach. Firstly I was able to contribute much sooner than if I had just listened. I was in an active learner state earlier. This is important if we as learners are going to maximise opportunities for learning. For teachers it means a greater rate of progress.
Secondly I have a deeper understanding of the topic in a much shorter period of time and anchors that can be used to recall the learning links later. These anchors can be thought of the start of trail of “bread crumbs” marking our thought and learning associations. In case of reviewing or revisiting what we have learnt, and possibly forgotten, we can pick up the trail again starting from an established anchor point. By following the same trail we reach the same understanding but importantly we can do this independently using our internal prompts. A simplified example is knowing that 12 x 12 is 144 so when asked what 24 x 12 is we can start at 12 x 12 and quickly recognise we are talking about twice as much.
I would be interested if you scaffold your teaching or learning in this way too.
Schools are pushing students at this time of year to make or exceed their target grades. A great deal goes on both during school, after school and during holidays to finish coursework or to revise topics. Revision strategies most commonly ask students to go over ground they have already covered, often in the same way with the same teachers and approach. What if there was a better way to reach those targets grades?
If we take a sporting analogy for a moment we can see that there is more to performance than learning how to do something and practicing it. Athletes have to believe in their ability to succeed and without this mental state it matters little how often they practice or train. What if our students did not believe in their ability and what if we did little to change that state of mind? Would it matter how much revision or practice they did if at heart they did not believe they would succeed?
Roy Leighton is involved with a school in Leicester in changing mind-sets of a group of Y11 students. They are using a better way to help students achieve and it does not involve revision in any school subject but it will pay off across all of them. In fact it will have a lifelong pay off for the students because they will believe in themselves.
I had the opportunity to accompany Roy on a visit to the school to meet with some of the students during the Easter Holiday and to see the better way in action. The better way is actually called the “Butterfly Model” and it is something Roy has been developing and refining very successfully. I have known Roy for some time and our work has a number of common elements including enabling learners to manage their own learning and to understand the emotional impact on our ability to learn. Roy once said to me: “We are holding different ends of the same stick” and I take this as a both a compliment and encouragement for developing my work on Learning Intelligence seeing how big the stick is that he is holding.
I recommend you check out his work on personal transformation here: http://www.royleighton.com/the-butterfly-model1.html
Here are the two elements of LQ, PBCF “Please Be Child Friendly” enabling and supporting the engagement of learners and SAAB the Skills, Attitudes, Attributes and Behaviours that form the enabling aspect of LQ. You can read more about LQ, starting with an introduction at LQ Introduction
Back to the school and students who voluntarily came in during the holiday to meet with Roy and carry on with the programme. This was his 4th visit and there are others to come along with “hangouts”, text messages and online resources that are part of the programme. This may sound like an advert for the Butterfly model but hey if you see something that works you should share it – right!
The session focused on being the person you want to be, making the changes you need to make and recognising the powerful emotions that influence our self-beliefs as learners. “Getting from here, to where you want to be”. Not your typical exam boosting session but one that is as essential as any in achieving success, just ask any athlete.
As students reflected on the last session and what they decided they wanted to keep, develop and let go you could see their energy rise ready for the challenges this session would provide. A significant difference to getting students to go over work they have already struggled with again which does little to alter their “learning map”, what they believe they can and cannot learn.
Looking at ourselves and recognising our strengths and our weaknesses is difficult, acknowledging these and then deciding what to do about it even harder, but hardest of all is actually doing something about it. I saw students fully engaged in this journey, facing up to the challenges and changing their beliefs about themselves as learners and having fun while they did so.
With the pressures schools face and not forgetting how these find their way to the teachers it is refreshing to see a school take a different approach, a better way, to achieving success. Some may even say a “braver way” and in many respects I would have to agree. Doing what is the norm, even if it does not always work, is less risky than doing something that is right when it is not recognised. The students who attended this session are in many ways pioneers and deserve recognition. I am sure they will show others there is a better way and I look forward to hearing of their success.
A time of exams and a time of testing
Here in the UK we are rapidly moving towards the Y11 and Y13 examination or key stage 2 testing phase in our schools. These are significant transition points in education and carry with them considerable pressures. Get it right and learners have life choices, get it wrong and we are “picking up the pieces” in a number of ways.
How can parents help their children during this time?
The question I want to look at in this article is “What can parents do to support their children at such times as these?” I also want to provide strategies that can help both the parent and the child deal with the upcoming challenges.
The issue of homework
Whilst examinations and tests are points of high involvement and stress for parents there is the issue of homework too. Homework tends to increase prior to periods of testing and is often seen as synonymous with revision. Much of what I say here applies to the daily issue of homework, especially if we aim to foster lifelong learning and don’t want the morning ritual in many homes that starts with the question “Have you got your homework?” and ends with both parents and children being stressed.
Let’s start by looking at things from the learner’s perspective.
They will have had mock examinations or practice tests by now and be rehearsed in the practices that are involved in taking them. They will be trying to reach expectations or maintain progress towards them. For some it may be an expectation too far, they may already be beginning to fold under the pressure. Even if they have done well so far there is the pressure to do it for real when the time comes. Revision and homework don’t have to be lone activities, you being in the same room can be a form of support. Without a strategy and without support we are expecting a great deal from our children.
The learning environment
Remember we are all different and where you like to study is not the same as your child’s. There are a number of myths around where study should take place but the common one is on your own and in a quite place. Think for a moment, at a time of stress and anxiety do you relish the idea of being sent to your room, to be isolated? Few of us do. I even moved my own home office into the “flow” of the home rather than be isolated from the energy that is part of family life. Remember we look forward to things we enjoy and put off the things we don’t! Working at the kitchen table, lounging on the sofa or on the bed, indoors or outdoors . With bright light or dim light, with music or without. These are all acceptable places and ways to study. The key though is to be organised.
Remembering the ways to help
Here is an acronym or mnemonic (I am not sure which you would call it) that can help PARENTs be supportive of learners and I am going to use it to outline the strategies parents can use to effectively engage with their children. A more detailed workshop can be provided for a group of parents or you can request a copy of “The Parents Guide to Study” from the link at the end of this article. The basic approach is to be “gently” involved, think of your role as being more of a “guide” than a task master or time keeper.
The meaning of the acronym PARENT is to:
Participate, Ask questions, Reflect, Encourage, Negotiate, Time
What each letter means
Participate – Find out what is going on. Know the dates and key times of all examinations or tests. Provide a reason and relevance for doing their best (not rewards). Work at using peer groups to provide support and not distractions. Understand what learning needs and preferences your child has (for example some like the quiet and others like a busy background). Homework does not have to be alone work either.
Ask questions – but do not interrogate – AVOID using “Why?” , it makes us defensive (try it, ask somebody why they are doing whatever it is they are doing and see what response you get). Find out what topics are being studied and see what you know about them. You can ask about how they remember best or what new things have you learnt. You can ask your children to explain things to you (pretend if you do know or understand that you do not). Ask how they think they can improve. Use positive emotional triggers – “How did you feel when you did well at….?”
Reflect – find or make opportunities for your children to reflect, recap, internalise, or explain. Short periods work best and if you can make them spontaneous so much the better. Remember mistakes are part of the learning process. Work at building self-esteem, it’s going to take a battering!
Encourage – it’s important you stay positive and purposeful and not to let negativity build. Focus on getting better and not just results. Show how much you believe effort leads to success and set a good example. Praise only when praise is due and make it specific.
Negotiate – it’s about goal setting and creating win/win situations. AVOID bribery. Talk about consequences and be consistent. Remember choice is a powerful motivator but not if it is free choice.
Time – our lives are influenced by every second. A break or leisure activity are as important as studying if managed properly. They can keep us fresh and can break negative moods. Plan ahead to try to minimise anxiety and stress where you can. Rehearse what will happen at key times so they are part of the process and as ‘normal’ or familiar as they can be.
The PARENT Poster
To make it easier to remember the parent role I have designed a poster that you can put on a wall, cupboard door or any place you find yourself passing by regularly.
As a PARENT learn to stand back
Although PARENTS is also a useful acronym I have left the “s” out of the acronym as it stands for “stand back“. Learning to stand back is probably the hardest thing for a parent to do. Let them make mistakes, it’s part of learning. Your job is not to do it for them. I know this can be nail biting and frustrating but better to learn the lessons of life early. I have worked with college/university students who are in a terrible state because they have not developed the skills to cope on their own or do not know how to handle failure.
Well that is how to be a PARENT at a time of examination or testing and during homework time. I hope you found it useful.
Using the PARENT poster.
I am happy for you to download and use the graphic in this article but please acknowledge the copyright.
If you want a high resolution version in the form of a PNG file suitable for printing up to A3 size then I can provide that at a small cost, more of a donation really to cover hosting costs (£1, about A$2, US$1.5). The poster is available via eJunki, a secure online publishing website, by using the”Buy Now” button where you will be able to use PayPal or make a card payment.
If you are a school and want a license to print as many posters as you wish, starting at £25 a year, get in touch at firstname.lastname@example.org and I will send you the details
PS – Possible book for parents
I am considering extending this article into a guide for parents “The Parents Guide to Supporting Home Study”. If this is something you would like to see then please let me know (via twitter @4c3d or e-mail)and I will put pen to paper!
I have been led by others and I have led others. I have studied leadership and I have experienced good and poor leadership. I have worked for leaders and worked with leaders. As a leader I have made mistakes and learnt from them and I have learnt from the mistakes made by other leaders. This article is about what I have discovered about leadership (in a nutshell).
Google leadership and you get definitions, styles, skills, theories, books & courses. There are probably T shirts and I know Edward de Bono came up with a set of coloured hats. What can I hope to add to what has already been written? Well this is a more a practical reflection on leadership, experiences of leadership if you like triggered by a #SLTchat session on leadership. It is also specific to education. You may not think education leadership is any different to any other form of leadership but I believe it is. Yes there are similarities but the process of becoming a leader and of being a leader is somewhat different. So instead of an article about being a leader or leadership, of which Google suggests there are millions, this is more about working with leaders, being led by good and poor leaders, true leaders and simulacrums.
Firstly all teachers are leaders, they lead the learning of their pupils. This relationship is no different to the relationship between any leader and those they lead. The maxim of “lead by example” is often forgotten by teachers, they forget what it is like to be a learner. This makes them poor leaders and poor teachers. Poor leaders because leaders should never stop learning from those they lead. Poor teachers because forgetting the anxiety of learning, the need to belong, of having to face choices and needing a voice will limit your ability to build learning relationships.
Secondly the route to school leadership is based on teaching less. Doing less of the things you love doing, things that brought you into teaching in the first place. An ex head teacher shared what drove her to be a school leader; it was “the sphere of influence” factor. The more responsible the position the greater the sphere of influence you have. There is certainly passion and belief attached to this drive but perhaps also ego and they make for difficult things to balance in leadership roles.
As a teacher you have influence on the pupils you teach, as head of department this extends to the teachers in your department and as a leader of a school the pupils and teachers in your school. Some would argue you have an influence in the community too. Others are driven by other motives, those of ambition, status, responsibility, notoriety. It often strikes me as strange though that we draw these people from a pool of talent that came to teaching to teach and many may be poorly suited to school leadership although they pursue such ambitions. Perhaps that is one reason for so many leadership books, courses, and even qualifications. There is more about suitability for leadership in my next observation.
The third observation I will make concerning leadership in teaching is about the nature of teachers and I know there are exceptions but bear with me. I have a theory that we explore careers that reflect the environments we favour, that we feel comfortable in, have the talent for, or are thrilled by. Fate may decide that is not where we end up but that is another story. If we take the case of teaching then I would argue that those who are successful in school, and who enjoy school and benefit from the rewards of being compliant (a requirement for success as a pupil in school) will tend towards seeking out careers with a similar environment. Teaching is one such career. The result is, since teachers were compliant students, a compliant teaching workforce. This has its benefits but when we consider many of the leaders we hold in high regard, those who have been successful, are mavericks, non-conformists, even rebels it begs the question about the suitability of compliant leaders when it comes to doing what is right rather than what is required. There is certainly a case for “horses for courses” and at times any organisation requires different styles or types of leadership however this is another example of how leadership differs in schools.
Education is exposed to political will, ideas and pressures. Schools are not autonomous and be it a board of governors, an academy chain, local authority or any other body that is responsible for the school they ultimately set policy. Where that influence extends to inspection, standards, and regulation (as in the Government) a particular set of powers are employed to direct what happens in schools. Many leaders in schools (at all levels) may disagree with policy but few will be obstreperous. A few will find creative ways around the direction and quietly do what is right other than what is required. Ultimately though, unless successful, there is no reward for challenging policy or being anything other than compliant. This creates its own set of problems for leaders in schools, how to operate a sphere of influence in line with their own experience, philosophy, and ideology when it is in conflict with a government directed policy. It is also responsible for setting up a certain style of leadership, one that is to do more with “enforcing and regulating” than engaging and enabling.
My final observation is possibly less specific to education and it is that there are two types of leaders. I am not talking about styles of leadership, anyone can adopt a style or at least try. I am suggesting that there are those for whom leadership comes naturally and those who aspire to leadership but who lack the understanding and drive to truly understand what leadership is about. Knowing which one you are working with is essential for your own wellbeing. I believe you can tell which one you have by observing and noting certain behaviours. The first type of leader is the true leader and the second is a simulacrum, an imitation that looks like the true leader but gives themselves away in the following manner. I have tried to layout in the table below what their approach is and what happens to individuals and teams when being led by each type of leader.
|Engages and consults before making a decision.||Narrow and selected consultation before making a decision. Often vulnerable to pressure from individuals.|
|Makes decisions in a timely manner and describes rational.||Decisions are often delayed and changed without providing a rational.|
|Carries out actions with minimum delay but ensures resources are available with acknowledgement of consequences.||Actions are instigated without considering incidental consequences. A lack of planning or co-ordination evident.|
|Accepts when an error is made and willing to re visit decisions openly and without seeking to blame. Evaluation of events provides useful insights that are acted upon.||May blame others and events when things go wrong. Reluctant to re visit decision more likely to adopt another course of action without evaluation.|
|Views evidence objectively and without ego||Tends towards subjectivity with possible bias based on self.|
|What you see is what you get. Although diplomatic also open and honest.||You are never sure of the reaction you will get.|
|They build trust fostering the ethic of working with or for them.||Those being led tend towards being sceptical, they begin wondering what is behind the actions or decisions.|
A poster I designed to emphasise these points under “Good” and “Poor” leadership actions, something to print or pin on your wall, is available to buy and download. The links are at the bottom of this article.
If you have the option to work for a leader then look for the signs of a simulacrum before you decide. If you have no option but to work with or for a leader then “forewarned is forearmed”!
So there you have it, a practical look at leadership in education. As for my own approach to leadership it is best summed up by the way of a poster I designed based on the mnemonic “ENABLE”. I see this as the most apt verb to describe the actions of a successful leader. “Leaders enable” has a certain ring to it I think too!
What each letter of ENABLE stands for:
- E is for Engage – with those they are leading
- N is for Nurture – both the team and future leaders
- A is for Articulate – a vision, the challenges and the way forward clearly and convincingly
- B is for Bridge – the gap between people, ideas and strategies in order to move forward
- L is for listen and lead with empathy and understanding
- E is for Encourage – all to participate, to challenge and to take risks
Leaders ENABLE high resolution poster file at £1 *
What Leaders do high resolution poster file at £1*
Get motivated – 6 things to do to make sure you get and remain motivated
So you have an essay to write, a research paper to prepare or whatever. The trouble is you have the time and the resources but not the will to do it. You are putting it off, procrastinating.
Why and what can you do about it?
The first problem is there is tomorrow, or the next day to do it. Well that is what you tell yourself. Nothing feels urgent, there is plenty of time left to get it done so its gets left undone. It will get done later.
The second problem is that you forget about it. Well your conscious mind does but not the subconscious. Since you set no specific timetable to start and finish by there is no urgency and your mind gets busy with the day to day stuff. It is only when you relax you remembered and then you feel tired so a) you panic or b) you decide to put off starting until later (there is that “later” again).
Pain and worry are both draining, they sap our energy and we feel drained and mentally tired and thinking becomes harder. Why am I telling you this? Well a task sitting in the subconscious is like pain and like worry, it drains us of energy. Once you have a task to do it is taking up mental resources, its sitting there draining your energy. The longer you leave it the less energy you have to do it. The only way you get started in these situations is when the adrenalin kicks in and gives you that energy boost. So as soon as you panic you get the energy to make a start. The problem we have here is that an adrenaline hit does nothing for our perceptive thinking. You are in “fight or flight” mode and not think and reflect mode.
Next to come are the excuses.
You need to balance the lack of progress in order to feel okay about not starting so you make excuses. Excuses include promises to yourself too. Excuses and promises mean nothing in terms of getting started or completing a task. They achieve nothing in themselves and often are not fulfilled. Enough said about excuses and promises, you are fooling no one, and that includes yourself! Stop making excuses.
There is too much to do, you are too busy already. Sorry but this is an excuse in disguise and you are fooling no one but yourself. You have enough time but you are using it unwisely. You are allowing small tasks and the tasks you enjoy doing to eat up your time. You need to get strict with yourself and plan better.
Leaving things to the last minute, or beyond if you consider the quality of your work, is not good for you. It is self-inflicted pain and anguish. A set of emotions that never result in a positive feeling once you have finished. Instead there is a combination of relief for getting it done and anger with yourself for not starting sooner and doing a better job. This is probably the main reason why you leave things until the last minute too. Let me explain.
Feeling good about something is a reward to yourself. Remember doing something well and how proud you felt. Remember the praise you got when you achieved something significant. We like rewards and rewards spurs us on to try harder or to do well. By leaving things to the last minute, by delaying starting, you are robbing yourself of the reward. Without a reward all you are left with are the negative emotions and an experience that does little to inspire you next time.
So that is why and how we put things off.
What can you do about it?
For a start, set your own deadline and do not go with the “hand in” or “hand over” date. Take control of the situation and do not dance to somebody else’s tune. They have no idea what else you have to do, want to do or wish to do. They do not offer to organise your time and only to expect you to use your time to complete the task they set.
Next, and it’s the most important part, set out your rewards for when you complete the task for the date you have set yourself. If you can meditate on them, visualise them happening. Make them real in your mind, feel the emotions that go with getting things done not only in time but in plenty of time. The reward is a powerful motivator but it must be a realistic reward. No setting unrealistic rewards, they do not motivate you.
Get realistic about your use of time. If something is a two hour task then spend little more than the two hours on it. If you spend more than 2 hours you are taking time away from something else. You risk running out of time and we know where that leads.
Then, and only then, when you have achieved the task take the time and make the effort to reward yourself. When you are doing so take a moment to reflect on how you would feel and what position you would be in if you were still rushing to get things finished. Contrast those emotions with how you feel having achieved your task as you set out to do. Embedding the positive emotions in your memory will help you become motivated next time.
So to sum up then:
- Allocate a realistic and appropriate amount of time to a task and stick to it.
- Set your own “complete by” date ahead of the hand in or hand over dates.
- Plan realistically and stick to it. Make no excuses.
- Establish you rewards for completing on time.
- Take a moment to visualise and feel the positive emotions associated with your rewards before you start.
- When you have completed on time reward yourself and take the time to embed the good feelings into memory. Rewards must be meaningful and achievable.
By the way if you are struggling with time management then here is a link to a series of articles that solve that problem too.