Promoting creative values among students in a classroom is not as easy as it sounds. For some professionally experienced and trained teachers, it is very easy because they simply use different techniques to foster the imaginative capacity of a story. However, the present times have changed and we are no longer in the era of following only traditional forms of teaching. The pandemic has changed everything, even the educational lifestyle of students and teachers. An institute ERP now adapts various software for school management. While mastering the features of school software, and learning to use them efficiently, students have somewhat let go of their creative values due to the lack of practice in these areas.
Fortunately, the worst has passed and teachers can now go back to focusing on other requirements of students. beginning with creativity is advisable because then teachers would eliminate 2 problems at once. One is to refresh students and bring them back into the mood of studying with great motivation because creative activities are refreshing. And another to boost their learning capacities is because creativity needs a lot of skill and brain power, which acts as a warm-up before students can focus on the academic matter.
Yet the question remains, how to foster creativity among students in a classroom? With a group of students so diverse, especially in middle and high schools where they are going through their teenager arc, this challenge might seem a little too difficult. Here are some tips to help educators out;
Who likes to miss out on a good reward? students are always up to doing something when they are rewarded. A good way of explaining this is by understanding their eagerness to study only before an examination which carries marks, and aren’t as well prepared in an extra revision class to answer questions.
Besides grades and credit scores teachers can reward the creative power of students when they come up with an innovative yet useful idea. Remember that creativity is important only when it makes a task easier less time-consuming, and somehow satisfies the students’ personal motive of being creative.
Blending emotional and cognitive programs
This is a great way to impart good quality education. By combining the cognitive and emotional functions teachers can provide holistic education and influence students to lead a creative lifestyle. Students get the encouragement to practice other skills and abilities such as mastering a language or musical instrument, learning Morse code, and so on then, they have clear foundations of creative means. Moreover, when these programs are encouraged by an institute ERP they have a source or expert to guide them through it.
And they need to be informal! Students are really uncomfortable talking about their creative or recreational values in between formal classroom discussions in the presence of teachers. This happens only when they are uncomfortable and there are gaps in the relationship between them. Hence, educators need to focus on two things here. Firstly, they are making it clear that the classroom discussion does not hold marks would not result in teachers being biased and is only meant for promotional purposes. Secondly, these classroom discussions should have a direction. When students keep talking without a particular path or gold, they lose the objective of why they were talking about creative values in the first place.
Introducing a unique host of programs
If students don’t have any willingness to approach a certain creative skill or value teachers should initiate this by introducing hosts of programs at random. we use the word random very lightly because it is random only in the order in which it is introduced in classrooms, and not in the subject matter. For example, the creative programs introduced in a middle school would not be the same as the ones introduced in high schools, yet students do get to choose a particular set of programs when they are interested in it.
This host of programs need not be on multiple days in the semester a webinar or seminar can be arranged so that every child can have a gist of the programs included and avail themselves of a few of them according to their interests.