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EDF question two

The document discusses various ways teachers can foster creativity in the classroom, emphasizing the importance of imaginative approaches to learning. It highlights techniques such as promoting collaborative efforts, utilizing technology, and encouraging student autonomy to create a vibrant learning environment. The conclusion stresses the need for flexible thinking to enhance creative problem-solving among learners, moving away from rote memorization.

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Kevin Masese
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9 views

EDF question two

The document discusses various ways teachers can foster creativity in the classroom, emphasizing the importance of imaginative approaches to learning. It highlights techniques such as promoting collaborative efforts, utilizing technology, and encouraging student autonomy to create a vibrant learning environment. The conclusion stresses the need for flexible thinking to enhance creative problem-solving among learners, moving away from rote memorization.

Uploaded by

Kevin Masese
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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QUESTION TWO: How teachers can be creative in a classroom setup.

INTRODUCTION

Creativity comes from the word creative which means having the ability to use imagination
to produce an idea or product that is useful. It can also mean the ability to invent or innovate.
Creativity can take various forms in a classroom setup including collaborative learning and
independent study, facilitation of movement, fostering of inspiration and creativity,
advancing technology, lighting with appropriate colours.

Educators and administrators embrace the essence of creativity in a classroom in order to


impact learners with skills required in solving the day to day life issues. This is also
redesigned to be in tune with the 21 st century changes like embracing technological advances.
The power of creativity is to ensure that the classroom is vibrant. Discussed below are ways
in which a teacher can promote creativity in a classroom setup.

As a teacher one must allow take up time by asking leaners to get on with their work and tell
them that you will come and see how they are doing in two minutes. The benefit of this
creative method is that you have given them an assertive instruction but in a positive way.

Embracing creativity as a part of learning necessitates employing new ways of approaching


and solving problems, for example if students only relied on teachers in solving some
mathematical problems the teacher can encourage bright and competent students to aid their
fellow learners.

As a teacher employ proximity praise rather than confront an inappropriate behaviour by


praising another learner nearby who is doing what you desire. This is effective with
behaviour that is basically attention-seeking.

Subjects like applied arts are theoretical and practical in nature instead of typically relying on
the examples in the book a teacher can be creative by encouraging learners to produce
relevant pieces which they can perform in place of the traditional ones.

Rewarding exemplary students will promote better performance among students because all
will want to excel in the occasion so as to be rewarded which is a form of creativity.

Teachers can re-word assignments or examinations so as to provoke learners’ ability to


perceive and understand problems and thus solve them appropriately, besides this it helps the
teacher to measure the delivery of the content in relation to educational goals.

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Encouraging autonomy among learners within a classroom setup breaks the monotony of
teacher centeredness in learning. This will finally make the classroom to be more vibrant and
learning experiences to be enjoyable.

A teacher should facilitate teamwork by suggesting exercises which involve learners’


collaborative efforts. This form of creativity can boost learners’ self-esteem, make learning
desirable and enjoyable, and promote the spirit of communal living.

Embracing technology in teaching is a creativity of the 21 st century which helps leaners to


find learning enjoyable desirable and the knowledge imparted has a lasting effect. For
example, using PowerPoint in presentations and summarizing concepts through diagrams
makes concepts to be easily grasped by learners.

Formulating songs pertaining a pattern of some concepts should be encouraged by teachers


during the learning process, this will make it easy for students to remember them. The best
example is “Richard Of Yoke Gained Blue In Vain” as a way of remembering the ordering of
the colours of the rainbow.

Another way of being creative is being present with the learners’ ideas in that a teacher
knows the particular interests and abilities of individual learners which he or she farther
natures. Creation of a conducive learning environment is also a form of creativity. For
example, during a hot day a teacher should encourage proper ventilation in the classroom and
when circumstances allow the lesson can be conducted under a tree.

CONCLUSSION

In reference to the poised discussions, we find that classroom curriculars are often centred
around rote memorisation of facts. We therefore realize that creative thinking will only
flourish if and only if we toss aside rigid or dogmatic reason and embrace flexible thinking in
order to allow the learners to expound on their reasoning and come up with their own
inventions provided they keep with the learning objectives and goals. The values and new
techniques found should also be highly prised in order to motivate the learners. The new
ideas developed could also be used to solve the common problems that might have been
thought unsolvable.

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BIBLIOGRAPHY

Ann Achieng, et al., (2014). Principles of Teaching and Communication: A Handbook for
Teachers and Other Instructors. Nairobi: The Jomo Kenyatta Foundations.
Bee, Hellen, Boyd Denise, (2010). The Developing Child-12th ed. Boston: Allyn & Bacon.
Chris Wekesa Mukwa, Jackson Kiprop Too, (2002). General Instructional Methods. Eldoret:
Moi University Press.
Daniel N. Sifuna, (2006). Themes in the Study of Education. Nairobi: The Jomo Kenyatta
Foundation.
Berk, E., Laura, (2014). Exploring Lifespan Development-3rd ed. Boston: Pearson.
Otom, Roseline,(2002). ECD Teacher Education. Nairobi: The Jomo Kenyatta Foundation.
R.C. Mishra, (2007). Teaching Styles. New Delhi: APH Publishing Corporation.

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