The Importance Of Creativity In The Classroom

PART B Creativity in the Classroom

When people talk about creativity, it’s a common misconception that there are creative people and many of us just aren’t creative. Many of us think of creativity as making something new such as compose a new song, poem, painting or novel. Furthermore, many of us believe that language and logic are ‘left brain’ activities and creativity and emotions are ‘right brain’ activities. I thought the same before. I was thinking that I’m not a creative person. During school time, I learned how to draw but I couldn’t draw well and my drawing paper tests were always in Grade C. Besides, I learned how to dance and sing but I couldn’t dance and sing well, even though I love singing and dancing. On the other hand, I could

In fact, all of us have the capacity to be creative. In addition, I believe that creativity can be promoted and increased. Before watching the video, I will always ask myself questions about creativity. Am I creative enough? How am I going to promote creativity in the classroom effectively? What should I do and plan classroom lessons so that it is creative? When shall I need to be creative? In the video of ‘Seven Ways to Promote Creativity in the Classroom’ by Ms Carol Reed, she mentioned that teachers could start creativity with engagement. Involvement & intensity of learning could lead children to progress in every domain. Then, these will lead children to a flow where they are trying to persuade of a task in a particular outcome with their internal feeling or desire to complete the task. And finally, with this flow, children are at the right path to creativity. I very agree with her statements at these points. There is a quote by Benjamin Franklin said that ‘Tell me and I forget. Teach me and I remember. INVOLVE me and I learn.’ So, it is true that engagement is the key to creativity. She also highlighted seven important points (pillars) on how to promote classroom creativity. She was given me a good inspiration in creativity. Besides, I found that what she mentioned were good enough to practise in my daily lessons. After watching the

In this situation, ‘SPG-group’ plays a significant role in promoting creativity. They should ensure and provide physiological needs to ‘Edu-group’. For instance, ‘SPG-group’ has to ensure that the wages, allowances or bonuses are enough to cover their basic needs such as food, shelter, clothing, etc. And also, they have to make sure and provide a safe and harmony workplace to ‘Edu-group’. When ‘Edu-group’s physiological, safety & social needs are fulfilled, of course, I believe that they are highly motivated and perform well in their daily routine. When all these needs are being fulfilled, ‘Edu-group’ will move on to next achievement - self-actualisation and this will be the moment that ‘Edu-group’ starts to work and think creatively. There are no doubts, that, a high level of positive self esteem ‘Edu-group’ will influence and motivate ‘Class-group’ in building up positive self esteem in the classroom. On the other hand, the same concept applies to ‘Class-group’. ‘SPG-group’ should ensure and provide the same needs to ‘Class-group’. For example, make sure that the ‘Class-group’ has food or milk before sending to school, provide safe school environment, staffs and teachers are friendly and helpful, etc. When these basic needs are met, ‘Class-group’ will feel a sense of security, a sense of belonging, a sense of identity, etc in building up their