Reflecting on definitions

 When I first started creating my work definitions of innovation, creativity, teaching and learning, I didnt expect the process to be as eye-opening as it was. We began as a simple assignment turned into a reflective journey, where I not only explored the meaning og these concepts but also rediscovered what they mean to me as an educator and a lifelong learner. I truly enjoyed putting these definitions together because the four worlds forced me to pause, think deeply, and connect my personal experiences with researchers and best practices. 


Innovation was the first concept I tackled, and it immediately made me think about action. I realized that having a creative idea is just a starting point. True innovation is about taking those ideas and bringing them to life in ways that create meaningful change. In my classroom, this might look like redesigning a lesson to engage my students better or trying a new tool that helps them learn more interactively. It reminded me that innovation is not limited to just big companies or large organizations, it is something that can happen every day in communities, schools and even in small personal routines when we choose to adapt and improve.


Reflecting on creativity was a word I was excited to define. I have always believed that everyone is capable of creativity, even if they do not see themselves as “artsy”. Writing my definition helped me realize creative is really about perspective seeing familiar things in new ways, taking risks, and being okay with getting it right the first time, I reflected on my students, many of whom thrive on step-by-step instructions, Creativity pushes against that comfort zone and white it can be uncomfotatble, it also where the magic happens. This definition encouraged me to make even more space in my classroom for trial, error and those exciting “light bulb” moments.


Teaching was by far my most emotional experience to write about. Teaching for me has always been about more than just delivering lessons; it's about connections, purpose, and seeing the best in every student. Defining teaching reminded me of why I chose this profession in the first place. I thought about the moments where my students felt truly seen, where curiosity sparked joy and where relationships made meaning meaningful. It reinforced my belief that teaching is a human-centred practice that can leave a lasting impact on the importance of giving my students meaningful opportunities to wonder, explore, and connect new ideas to the world.


Writing the definition for learning allowed me to reflect on my love of learning and the type of learners I hope to nurture in my classroom. Learning is not about memorization ot ticking boxes, it is about an ongoing process of curiosity, reflection and growth. Defining it reminded me of the importance of giving my students meaningful opportunities to wonder, explore and connect new ideas to the world.


Creating these definitions was eye-opening because it reminded me that words have so much meaning. When we take the time to define what matters to us, we clarify not only the concepts but also our relationships to them.  I now see innovation, creativity, teaching and learning not as abstract ideas, but as living practices that I get to bring into my classroom and my life every day.

Comments

  1. Ryan ChoAugust 16, 2025 at 9:53 AM

    Hi Haley,
    It’s good to read that you found the definitions assignment so meaningful. That is the best possible scenario in a master’s course like this!
    I agree that being willing to fail and accessing opportunities to fail and learn from failure in an educational setting is incredibly important to building creative capacities. However, I’ve found in my context that students seem less and less willing to take creative risks compared to previous years. They seem to have much less tolerance for failure. Fear compels them to ‘play it safe.’ I can’t help but consider that the culture around safety and safe spaces in schools have undermined their ability to be truly creative. I think it is better to create spaces of courage where people are supported in the state of risk.
    To paraphrase Audrey Lorde (2017): we are taught that silence will keep us safe, but it almost never does.
    I find it interesting that you have framed learning as something you as the teacher provides students opportunities for; however, isn’t that a function of teaching, not learning? Isn’t the learning process more the responsibility of the student than the teacher?
    Best wishes,
    Ryan Cho

    Citations:
    Lorde, A. (2017). Your Silence Will Not Protect You. Silver Press.

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