Abstract
This article explores how micromoments of the classroom-brief, easy-to-miss interactions between teachers and students-can play a large role in determining whether students' creative potential is supported or undermined. One particular micromoment, which occurs when students' unexpected ideas are dismissed by teachers, is examined. Potential reasons why teachers might routinely dismiss student ideas, consequences of such dismissals for students, and considerations for addressing this problem are also discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 2-5 |
| Number of pages | 4 |
| Journal | Psychology of Aesthetics, Creativity, and the Arts |
| Volume | 3 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2009 |
| Externally published | Yes |
Keywords
- classrooms
- creativity
- students
- teachers
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Visual Arts and Performing Arts
- Applied Psychology