Topic: Developing creativity throom management among grade 5th studentsough classr



B.Ed. (1.5 Year)

Course Code: 8613






Registration No:   

Semester: Autumn 2022


Theme: Developing 21 century skills of students

Sub-theme: Creativity

Topic: Developing creativity throom management among grade 5th studentsough classr





School Name:


Overall background of the participants of the project; area / Area: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).

This action research was conducted in G.G.PS76/f.

School & Participants Background:

In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children. The participants of study were young students (5 class) parents whose children were enrolled in G.G.PS76/f. I selected young students (5 class) parents which are considered in total 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after intermediate. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Literacy Rate:

In 2022, Bahawalpur is a medium size village located in Zira Tehsil of Firozpur district, Punjab with total 49 families residing. The Bahawalpur village has population of 266 of which 136 are males while 130 are females as per Population Census.

In Bahawalpur village population of children with age 0-6 is 22 which makes up 8.27 % of total population of village. Average Sex Ratio of Bahawalpur village is 956 which is higher than Punjab state average of 895. Child Sex Ratio for the Bahawalpur as per census is 1000, higher than Punjab average of 846.


Sub-theme: Creativity

Topic: Developing creativity through classroom management among grade 5th students


Q.1      Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution.


Reason for select this specific sub-theme

Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.

Creativity allows us to view and solve problems more openly and with innovation. Creativity opens the mind. A society that has lost touch with its creative side is an imprisoned society, in that generations of people may be closed minded. It broadens our perspectives and can help us overcome prejudices.

As stated by the researcher, creativity development is maximum development and improvement of potential skills when providing appropriate conditions and applying special creativity development/self-development techniques.


Reason for select this specific topic

Researcher chooses this topic because increasing student engagement is vital to creating and sustaining enthusiasm for learning in children of all ages. When young learners engage with their work, their curiosity is stimulated, and their imagination is ignited.

Enhancing student creativity is an educational goal, and increasingly, a global imperative. In the current educational context of the United States, this is a formidable task. I have struggled with this issue as an MA student, and as an educator. As an MA student I examined learning environments that support and enhance creativity, and received my Masters in Creative Thinking. As an educator at an academically rigorous N-12 grade school, I endeavor daily to encourage deep thinking, academic excellence, and great creativity in my students. This paper expresses the voice of the researcher, and the voice of the passionate educator. This paper suggests it is possible to establish creativity-enhancing learning environments. It offers an understanding of creativity and its inherent connection to learning. Teresa Amabile’s highly regarded workplace assessment inventory, KEYS, is presented and explored as a classroom management style that encourages creativity and achievement. Her theory suggests we, as educators, have the power to enhance our students’ creativity by positively impacting our classroom environment. I map her approach onto two highly successful creative learning approaches—El Sistema and Reggio Emilia, and then interrogate and reflect upon the presence of KEYS in my own practice. Finally I offer suggestions for pre-service and in-service professional development to support educators as we work to empower our students to grow their creativity now and in the future.

Although no two students learn exactly the same way, with the right combination of engagement strategies, any classroom can become an inspirational learning environment for all students.

Extrinsic (External) Motivation

For many decades, increasing student engagement involved motivating students with extrinsic motivation, especially in the lower grade levels.

Extrinsic motivation is external to the student or the task at hand. It can include gold stars, stickers, or even grades.

Alfie Kohn, a proponent of progressive education and a lecturer in parenting, human behavior, and education, points out in his book Punished by Rewards that relying on extrinsic motivators alone fails to result in any long-lasting or deep commitment to learning.

Intrinsic (Internal) Motivation

On the other hand, intrinsic motivation comes from within. According to Kohn, intrinsic motivation is self-enhancing and more long-lasting than extrinsic motivation, making it an effective method for increasing student engagement.

However, intrinsic motivation is highly subjective; it’s a concept that exists in the context of each student and varies from learner to learner, making intrinsic motivation more challenging than extrinsic motivation.

Still, with the right student engagement strategies, students can find and curate their internal motivation, leading to a lifelong love of learning.

With the right conditions at the appropriate level for each student, they can develop the motivation vital to achieving academic success. This success will also help them develop perseverance to face life challenges long after school.

Before we discuss specific ideas for increasing student engagement, educators and parents must understand the goals students must reach for the door to engagement to stay open. We must consider the answers to questions such as:

To answer these questions and learn how to increase student engagement, teachers need to discover what they are already doing correctly to cultivate motivation and then reflect on what they can do to further foster student engagement and success.

Educators must help students feel successful, spark curiosity, encourage originality, and foster peer relationships.

Success is a concept that requires some form of “measurement” by which students can gauge their level of accomplishment. In other words, they need to know and understand the classroom rules they are expected to follow.

The criteria for success must be clearly articulated so that when immediate and constructive feedback is given, students will have a “target” in mind and can determine how close they’ve come to reaching it.

Another part of convincing students that they can succeed is showing them that the skills they need are within their reach. This is done by clearly modeling those skills and ensuring that the proper tools are available, whether it be a magnifying glass, art supplies, or teacher support.

Finally, educators must help young learners realize that they are already successful. We want them to understand that every student has different strengths and has already succeeded in some way.

Encourage students to ask questions and participate in class discussions. While this might seem a prominent part of the daily classroom routine, it may need some fine-tuning.

Instead of “encouraging” students to participate by simply asking them questions, teachers should let students know why they are being asked.

For example, instead of asking, “Why did the pilgrims come to America?” begin with, “I’m interested in your thoughts on this. Why do you think the pilgrims came to America?”

When students see someone interested in their thoughts, they feel valued, increasing student engagement. They understand and believe that they are an essential part of the discussion. When this happens, they will intrinsically need to delve further into issues and topics as their natural curiosity flourishes.

Teachers can also encourage students to ask their questions. One way to do this is by engaging in a flipped classroom where students take turns being the teacher. Another is to give students opportunities to work together on projects and brainstorm questions for other groups.

While these are just two examples of encouraging students to ask questions, it’s important to keep in mind that when children are curious, they will naturally take it upon themselves to ask questions without needing external motivators.

Regarding extrinsic vs. intrinsic motivation, it should be noted that both are needed in the classroom. To an extent, extrinsic motivation can often lead to intrinsic motivation, especially with very young learners.

Reward students for their efforts with positive reinforcement. Celebrate their success! Gold stars do communicate to students that they have done good work. However, encouraging originality must go beyond the gold stars and the black-and-white grades that have been standard in classrooms.

The traditional ways schools have focused on creativity can often do more harm than good when it comes to encouraging self-expression. Schools design entire programs that focus on teaching techniques rather than creativity (art classes in school, for example).

In addition, students who display some degree of talent are often given more access to audiences, while the other students receive less feedback and fail to develop a sense of purpose (for example, only displaying the best pieces of artwork).

The most destructive mistake many educators make is viewing creativity as a pointless form of play, destroying the idea that creative work is meaningful.

When children create and express themselves, only to receive a poor grade for not following a specific “technique,” they learn that their ideas and unique insights are not valued. As a result, they become unmotivated, withdrawn, and disengaged.

Educators, schools, and parents must connect creative projects to the personal needs and ideas of the student. For example, instead of insisting that students create a ceramic bowl with a specific shape, size, and color, asks students to create a ceramic bowl that expresses their feelings about something personal.

Give students more choice. It is essential to help them understand how to maintain high standards and meet expectations while expressing themselves and remaining engaged.

Get to know your students as individuals. Students want to see that they mean more to others than just what a grade or test score shows. They must realize that who they are matters. They must be allowed to show others what they know, not just what the education system requires them to know.

Fostering relationships is important because the drive toward interpersonal involvement is an innate human need. In addition, relationships of any nature flourish when they are reciprocal; each member of a relationship has something of value to offer others.

For this reason, asking students to complete projects in groups is essential.

The traditional solo homework assignment has no benefit to any relationship. This typical assignment involves a teacher assigning the work, students doing it, and the teacher grading it.

However, when students are placed in groups to work together, they need each other’s knowledge to succeed, especially when tasks and duties are divided between the group members. For a project to be complete, each student is responsible for their part.

Students need the knowledge and skills of the others in the group to succeed, fostering responsibility, cooperation, and reciprocal peer relationships.

Project-based learning (PBL) is a strategy that involves students actively learning by engaging in projects that are personally meaningful to them. Organizing learning around goals that reflect students’ lives motivates them to solve a problem because it personally affects them.

PBL takes students beyond lectures and textbooks. They are encouraged to take ownership of their learning while developing critical thinking skills and the competencies they need to solve problems in the real world.

Given some creative liberty on how they will solve the problem, students can collaborate with others to devise a solution. To motivate students and increase student engagement, offer the right kind of rewards and varied experiences while giving them responsibility and a threat-free environment in which they can learn.

Giving students a sense of control and meaningfulness in the classroom fosters a sense of value, and people need to feel valued to feel motivated. This is the foundation not only for project-based learning but also for student engagement.

Q.2      What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends and supervisor.

Discussion with Supervisor:

My supervisor pointed out that creativity is essential for everyone, especially children. There are a lot of benefits gained from Responsibility, including that it fosters a positive mood and releases the stress of the day.

Discussion with Teacher:

My teacher told me that developing positive relationships with others is very important for creativity. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.

  • Children who rely on creativity are often secluded from real life interaction.
  • Using computers and other electronic devices can cause health hazards such as eye strain and other physical problems.
  • The technologies required for full participation can be quite expensive and this can create a gap between the children who have access to the technologies and those who do not have access.

Discussion with Friends:

One of my friend pointed about this subtheme that People have many creativity, most of which benefit themselves and society. Our creativity to eat arises out a natural concern to ensure our own survival, whereas the self-regulation for sexual intercourse arises out of a natural concern to pass our genes to the next generation. Self-regulation to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental self-regulation that promote individual and collective well-being. Self-monitoring can prevent us from engaging in motivated behaviors. People have self-regulation to survive by eating, but they use Self-monitoring to resist their temptation to eat unhealthy foods.

I concluded that creativity is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.


Q.3      What did you find about the problem in the existing literature (books / articles / websites)?


Hendriyani, M. E., Rifqiawati, I., & Lestari, D. (2022) Creative thinking skills are 21st Century Skills which are difficult to improve when online learning is implemented. This study aimed to develop online learning videos to improve students’ creative thinking skills. The product development process includes problem analysis, material collection, product design, expert test, limited trial, design revision, usage trial, and product revision. The material and design determine the feasibility of the product. Aspects of material assessment include conformity to the curriculum, indicators of creative thinking, and language.

The maker movement is a relatively new global movement in education, suggesting that “making activities”, i.e. problem solving, and physical or digital fabrication can lead to effective learning (Halverson & Sheridan, 2014). Maker movement is built on the theory of constructionism (Piaget, 1950) where people construct their own knowledge through social interactions by making things. Making activities can take place in environments usually referred to as makerspaces or Fabrication Laboratories (FabLabs). In makerspaces, bildung (deep and sustained learning) is achieved through active participation in designing, constructing, and modifying physical or digital products. Research shows that there has been a wide variety of maker platforms and technologies employed in makerspaces (from e-textiles to electronics) in a wide range of subject areas, with different methodologies, reporting diverse learning outcomes (Lin et al., 2020; Papavlasopoulou et al., 2019).


The current study focuses in particular on digital fabrication and physical computing. Digital fabrication in Fablabs usually involves 3D printers, laser cutters, and numerical control (CNC) machines. Physical computing involves programming microcontrollers and other hardware devices with sensors and actuators that can sense and act in the real world. Popular physical computing educational platforms are the single board computers such as Arduino, Scratch Pico Board, Raspberry Pi, and the BBC Micro:bit. While there is a considerable number of makerspace studies that focus on the use of technologies in makerspaces and on student learning outcomes, literature reviews (Lin et al., 2020; Mersand, 2021) revealed that not many studies exist that focus on how students engage in makerspaces. With few exceptions (Giannakos & Jaccheri, 2018), few studies exist that investigate what motivates students to engage in maker activities. Moreover, studies on maker activities in Fablabs in the context of primary school classrooms are rather limited. Our study aims to shed more light on the nature of student engagement and its contributing factors in the context of makerspaces in primary school settings.


Makerspaces and making activities are growing in popularity worldwide with universities, schools, museums, libraries, and community centres to organise making events and programmes in both formal and informal education settings. Making activities range from assembling various products by using low-cost materials (including electronics) to creating various prototypes by utilising advanced technologies such as 3D printing and laser cutting. They span across a wide range of disciplines where people collaborate to solve problems, create knowledge, and fabricate physical or digital products (Martinez & Stager, 2019), supporting a variety of learning outcomes (Kumar et al., 2019). The greatest interest is around science, technology, engineering, and math (STEM) subjects (Mersand, 2021), with the makerspace movement to be an effective approach to STEM education (Buxton et al., 2022). People learn by doing and they become creators instead of being passive consumers of knowledge (Fleming, 2015). Researchers agree that makerspaces, in general, promote knowledge and skills acquisition, students’ agency, collaboration, critical thinking creativity, and innovation (Bergner et al., 2019; Bevan, 2017; Katterfeldt et al., 2015; Papavlasopoulou et al., 2019). Digital fabrication and physical computing are two main instances of makerspace activities. Digital fabrication can transform abstract thinking to concrete actions introducing students to design thinking that can lead to creative processes through cycles of iterations and reflection (Smith et al., 2015; Turakhia, et al., 2022). Physical computing interfaces can incorporate a wide range of sensing and control systems and, therefore, introduce programming concepts in a more meaningful way (Przybylla & Romeike, 2014). They also offer opportunities for collaboration (Horn et al., 2012) and creativity (Videnovik et al., 2018). While physical maker activities have a wide range of positive outcomes (Brady, et al., 2017), recent literature reviews (Lin et al, 2020; Mersand, 2021; Papavlasopoulou et al., 2017) suggest that the motivational factors that affect student participation in maker activities and the nature of engagement are two important aspects that need to be further explored.

Q.4      What were the major variables / construct of your project? Give definitions / description from literature.

Developing 21st Century skills in students

Previously, students worked on developing specific skill sets and understanding domain areas that they would need for their future careers. Today’s students, however, will need a set of transferable skills that can be applied in nearly every setting in order to succeed. Many educational experts define 21st-century skills as competencies that must be mastered to collaborate effectively and problem solve in a global economy. Some examples of 21st-century skills include critical thinking, creativity, communication, adaptability, digital literacy and cross-cultural understanding.


Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.

Classroom management

Classroom management is the process teacher’s use to ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.

Q.5      What did you want to achieve in this research project?

Objective / purpose of the study:

The purpose of this action research will be develop creativity through classroom management among grade 5th students

Objective of this research are:

  1. To develop creativity through classroom management among grade 5th students.
  2. To explore creativity through classroom management among grade 5th students.
  3. To discover the effect of develop creativity through classroom management among grade 5th students.

Research Question:

  • How to develop creativity through classroom management among grade 5th students?
  • How effect of develop creativity through classroom management among grade 5th students?
  • Which level of goal is best used for develop creativity through classroom management?


Q.6   Who were the participants in your project?

The targeted population enrolled in young students of G.G.PS76/f. However, in these observations, thirty-two (32) parents, taking a related course, were selected in a School as a sample while considering the research control and validity of this study. This sample included parents of the two major medium (English Medium and Urdu Medium). These participants might generally represent the student’s parents in young learner’s class. The creativity was developed on the basis of a series of research regarding identification and improvement for young learner’s class students. This curriculum purported to enhance students’ creativity through classroom management about academic learning and life issue discussion.





Q.7      How did you try to solve the problem?

Method of the study:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the developing creativity through classroom management among grade 5th students. Survey, interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.

Data Collection:

The term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy for data amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.


The entire group from which a sample is chosen is known as the population and we choose the students of G.G.PS76/f. It was quite convenient for me, being a resident of G.G.PS76/f School to accumulate quality data from chosen city and Area. Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population.  The number of observation included in a sample is called size of sample the students of G.G.PS76/f School. And their teacher was selected for this class based action research.

Ethical Consideration:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my young learner’s class responsibility was to my students. An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (young learner’s class students) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.


Q.8      What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

Observation tools were used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of observations were designed according to requirement and relevancy of researcher being conducted. The observation was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics). Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Using Developing creativity through classroom management among grade 5th students and this observation has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

An observation is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a observation consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.



Q.9      What were the findings and conclusion?

I used scale observations to get students’ responses towards the use for the improvement of developing creativity through classroom management among grade 5th students


Creativity requires a safe environment in which to play, exercise autonomy, and take risks. As teachers, it’s up to us to establish this kind of supportive classroom. Here are some suggestions from psychologists and educators for how to develop and nurture your students’ creativity:

Create a compassionate, accepting environment. Since being creative requires going out on a limb, students need to trust that they can make a mistake in front of you.

Be present with students’ ideas. Have more off-the-cuff conversations with students. Find out what their passion areas are, and build those into your approach.

Encourage autonomy. Don’t let yourself be the arbiter of what “good” work is. Instead, give feedback that encourages self-assessment and independence.

Re-word assignments to promote creative thinking. Try adding words like “create,” “design,” “invent,” “imagine,” “suppose,” to your assignments. Adding instructions such as “Come up with as many solutions as possible” or “Be creative!” can increase creative performance.

Give students direct feedback on their creativity. Lots of students don’t realize how creative they are, or get feedback to help them incorporate “creative” into their self-concept. Explore the idea of “creative competence” alongside the traditional academic competencies in literacy and mathematics. When we evaluate something, we value it! Creating a self-concept that includes creativity.

Help students know when it’s appropriate to be creative. For example, help them see the contexts when creativity is more or less helpful—in a low-stakes group project versus a standardized state assessment.

Use creative instructional strategies, models, and methods as much as possible in a variety of domains. Model creativity for students in the way you speak and the way you act. For example, you could say “I thought about 3 ways to introduce this lesson. I’m going to show you 2, then you come up with a third,” or show them a personal project you’ve been working on.

Channel the creativity impulses in “misbehavior.” For students who are often disturbances, see if you notice any creativity in their behavior. Perhaps that originality could be channeled in other ways?

Protect and support your students’ intrinsic motivation. Intrinsic motivation fuels creativity. Several studies have shown that relying on rewards and incentives in the classroom can undermine intrinsic motivation to complete a task—an effect called “overjustification.” To avoid this, Beth Hennessey, a professor of Psychology at Wellesley College, suggests that educators try to limit competitions and comparison with others, focusing instead on self-improvement. Experiment with monitoring students less as they work, and provide opportunities for them to pursue their passion when you can.

Make it clear to students that creativity requires effort. The creative process is not a simple “aha” that strikes without warning. Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project.

Explicitly discuss creativity myths and stereotypes with your students. Help them understand what creativity is and is not, and how to recognize it in the world around them.

Experiment with activities where students can practice creative thinking. Many teachers have suggestions for creative activities they’ve tried as warm-ups or quick breaks. “Droodles,” or visual riddles, are simple line drawings that can have a wide range of different interpretations, and can stimulate divergent thinking. “Quickwrites” and “freewrites” can help students to let go of their internal censor. As part of reviewing material, you could have kids use concept cartooning, or draw/design/paint visual metaphors to capture the essence of complex academic information.

Teachers who can model creative ways of thinking, playfully engage with content, and express their ideas, will beget creative students. Students need to see teachers who have passions, whether it’s drawing, mathematics, painting, biology, music, politics, or theater. That contagion of passion and positive emotion is a hotbed for creative thought. Creatively fulfilled teachers may also be happier teachers. One study in the Journal of Positive Psychology suggests that engaging in a creative activity—doodling, playing a musical instrument, knitting, designing—just once a day can lead you into a more positive state of mind. This positive state of mind will sustain you, and spread to your students.




Summary of the Project

Considering the results, it can be concluded that effort focussed on developing creativity, in the individualized action of the tutor, has been beneficial for students in the 5th class of secondary education. Students suggest that they have improved significantly in creativity skills due to the program model they have been involved in. The most significant results are identified among the variables of self-discipline, commitment, attitudes, intentions, and are closely related to an open parental style.

A well-accepted definition of creativity is the generation of a new product that’s both novel and appropriate in a particular scenario. (A product could be an idea, an artwork, an invention, or an assignment in your classroom.) There isn’t just one way for a person to “be creative,” or one set of characteristics that will differentiate “the” creative person. Instead, many experts think of creativity as a set of skills and attitudes that anyone is capable of: tolerating ambiguity, redefining old problems, finding new problems to solve, taking sensible risks, and following an inner passion.


Some researchers distinguish between several stages of creativity. Most people are familiar with “Big-C” creativity: rare ideas of extraordinary people, like Leonardo Da Vinci’s Mona Lisa, or Einstein’s paradigm-shifting theories of theoretical physics. But there are also everyday forms of creativity: “Mini-c” creativity, when a person learns something new and their understanding of the world changes, and “Little-c” creativity, when a person’s life become embedded with everyday creative thoughts and actions.


It may also be instructive to think about what creativity is not:


Just for artists, writers, and painters. It’s an attitude and way of problem-solving that applies across domains, from engineering, to biology, to business.

Necessarily a result or sign of mental illness. While there may be connections between creativity in individuals with certain disorders, beware anecdotal stories of ear-slicing artists and hot-headed scientists.

A fixed trait that only some people possess.

The same as IQ. Even students who are not intellectually “gifted” can be highly creative.

Beyond measurement. While no single test is perfect, there are many ways to assess (and improve) creativity.

Many experts in psychology and education argue that creativity skills are psychological skills needed for success in school and in the future workforce. As such, schools have a duty to teach them and value them. One 2010 survey found that over 1,500 executives valued creativity as the most crucial business skill in the modern world. In a knowledge economy where rote tasks are can be completed by machines, and almost all information is available with one click, students need to be ready to learn independently, and constantly adapt, innovate, and creatively problem-solve in the workplace.


Creativity also directly enhances learning by increasing motivation, deepening understanding, and promoting joy. Intrinsic motivation is essential to the creative process—and relies on students pursuing meaningful goals. “Create” is at the top of Bloom’s taxonomy for a reason: By noticing broader patterns and connecting material across academic disciplines, creative thinking can facilitate deeper cross-curricular learning. As Alane Jordan Starko points out in the book Creativity in the Classroom, the strategies that support creativity—solving problems, exploring multiple options, and learning inquiry—also support depth of understanding.


Robert Sternberg has argued that creativity can predict college success above and beyond just what we get from standardized test scores: In one study of students taking the GRE, higher scores correlated with higher creativity. Beyond academic achievement, creativity can make learning more fun—leading to joy and positive emotional engagement in students. (Watch out for what Jonathan Plucker, a professor in the Johns Hopkins School of Education, calls “Listerine” approach to education—that “serious and boring” is the only way towards productive learning.)





Q.11    How do you feel about this practice? What have you learnt?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grammar. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

Q.12    What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of Self-monitoring.


Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.


Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and self-regulation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.


Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Professional Development:

In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach.


This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.



List the works you cited in your project (follow the APA manual – 6th Edition). (05 marks)

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  2. Al-Huneini, H., Walker, S. A., & Badger, R. (2020). Introducing tablet computers to a rural primary school: An Activity Theory case study. Computers & Education, 143, 103648.
  3. Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11, 29–40.
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  6. Bergner, Y., Abramovich, S., Worsley, M., & Chen, O. (2019). What are the learning and assessment objectives in educational Fab Labs and Makerspaces? In Proceedings of FabLearn 2019 (FL2019) (42–49). New York: Association for Computing.
  7. Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103.
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  9. Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, Punie, Y. (2016). Exploring the field of computational thinking as a 21st century skill. In Proceedings of the EDULEARN16, Barcelona, Spain.
  10. Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76–83.
  11. Bower, M., Stevenson, M., Forbes, A., Falloon, G., & Hatzigianni, M. (2020). Makerspaces pedagogy: Supports and constraints during 3D design and 3D printing activities in primary schools. Educational Media International, 57(1), 1–28.
  12. Brady, C., Orton, K., Weintrop, D., Anton, G., Rodriguez, S., & Wilensky, U. (2017). All roads lead to computing: Making, participatory simulations, and social computing as pathways to computer science. IEEE Transactions on Education, 60(1), 59–66.
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  15. Campos, F., & Soster, T. (2018). What’s a makerspace for? Investigating the integration of makerspaces into schools and communities. In Proceedings of the Conference on Creativity and Making in Education (FabLearn Europe’18) (pp. 106–107). New York: Association for Computing Machinery.
  16. Cápay, M., & Klimová, N. (2019). Engage your students via physical computing!, 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 1216–1223) Dubai.
  17. Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A., Sedano, C. I., Hauge, J. B., Hu, J., & Rauterberg, M. (2015). An activity theory-based model for serious games analysis and conceptual design. Computers & Education, 87, 166–181.
  18. Chung, C.-J., Hwang, G.-J., & Lai, C.-L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & Education, 129, 1–13.
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  20. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University of Rochester Press.
  21. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.
  22. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge University Press.


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