Topic:Enhancing creativity of grade 6 students through group discussion

MANUAL

RESEARCH PROJECT

B.Ed (1.5 Year)

Course Code: 8613

Name: ________________

Roll No. ________________

Registration No: ________________

Semester: Autumn 2022

Region:________________

Theme:developing 21 century skills of students

Sub-Theme: creativity

Topic:Enhancing creativity of grade 6 students through group discussion

Name of the School (where the action research was conducted):

Action research was conducted in The (School name ___________.

Overall background of the participants of the project; area/school: (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 school is situated) (10 marks)

Background of the Participants:

The participants of the study were grade 6 who were enrolled in The (School name ___________) The participants of this study belong to ________________. It involves one class consisting of 30 students. Most of the participants were quite helpful and were matured enough to understand the purpose of myresearch. Their class room environment was not sufficient for effective learning. Most of their parents have middle economic level, so their study was not fully financially supported by their family. The students curiosity in the research led to their over excitement regarding the task and interview. As a result the teachers at times found it difficult to maintain order among the students. Majority of participants faced problems in mathematics problems due to different reasons which I discussed in my resarch.

School Area:

Project School was The (School name ___________) School building that contains 35 classrooms. According to the school record, there are a total of 870 students in numbers. The total staff of that school was 40 including the principles and the teachers.This school is located in Jhelum. The school has a staff of twenty five which includes Principal, teachers, classroom assistants, secretary, building supervisor, cleaners, security guards and peons. The school has its own library which provides books for the students. There is proper arrangement of cold water in this school. The structure of school was large and lovely.The signs are accompanied by a simple illustration that represents the purpose of the area or building. The school had large play area. The staff of school was very much qualified and helpful. The head of the school personally helped me in my research at that school. The pedagogical approach of the school is to teach the skills and abilities with the student as a center and aims at the integral improvement of the students.

Socio-Economic Status, Occupation/profession and Earning Trends of Participants Parents

socio-economic status is a gauge of a student’s access to family resources (such as financial, social, cultural, and human capital) as well as the family’s standing in society.

The majority of the residents of this neighbourhood work for the government, while others also run their own businesses or work in private offices. Due to family expenses and low income, the majority of parents are unable to provide for their children’s education. However, some parents provide financial support for their children to attend prestigious universities at the graduate level. But more than 60% of children abandon their education after matriculation due to a shortage of further education institutions and inadequate parental income. Overall, this region’s financial situation is not good.

Theme:developing 21 century skills of students

Sub theme: creativity

Topic: Enhancing creativity of grade 6 students through group discussion

Q.1

Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution. (10 marks)

(Give the background and rationale of the study)

Reason for choosing sub-theme:

Creativity is an important aspect of learning. Thanks to creativity, the student gains a positive attitude towards learning and becomes more fun to learn. The student activates the passive information by converting it into a product. Thanks to the creativity, acquired at a young age, individuals can more easily solve their daily life problems and become more productive in adulthood. This is one of the main aims of education: to make the students well equipped for their future life and to educate them as productive citizens. For this reason, the Ministry of National Education has taken the acquisitions in creative thinking education in schools. According to constructivism, adopted by the Ministry of National Education teachers do not teach in a democratic classroom climate but are leaders. Students express their thoughts freely and discover and produce the knowledge. Societies’ development can only be improved in this way.

To provide effective thinking skills to students creativity is one of the main objectives of education. Although there have been great changes in the field of education from Socrates to the present day, the effort to give students the ability to think has always been in the core of the educationCreativity is not a concept which has a simple definition. Creativity is the desire of the individual to find an original product or solution. The sense of desire and imagination are the key words of creativity.

According to Sternberg and Lubart (1998), originality for creativity alone is inadequate. Torrance (1988) defined creativity as: “The process of sensing difficulties, problems, gaps in information, missing elements, something askew: making guesses and formulating hypotheses about these deficiencies; evaluating and testing these guesses and hypotheses; possibly revising and retesting them and finally communicating the results” (Bartscher, Lawler, Ramirez, & Schinault, 2001; Lubart & Sternberg, 1998)

Creativity emerges as a result of thinking, and one can develop creativity regardless of age. The school environment is one of the most suitable areas for creative thinking education, as long as it is designed with a culture of thinking and this process takes place under the mentorship of a determined teacher.

Torrance (1977) emphasizes the importance of ensuring the positive environment that teachers can establish with the students, and the safe environment in which students canindependently express themselves without being judged. Torrance likes to continue the students’ answers one after the other, as an unknown adventure. Florida (2004) states that creative students need a more tolerant classroom environment. Respecting students’ opinions is essential for a thinking-based education environment. It is recommended by Urban (2007) to develop creativity, with constructive criticisms, errors, tolerances, and humorous classroom environments where students’ interests are supported (Honneck, 2016).

Reason for choosing topic:

My education was interrupted only by my schooling, said Churchill. Physicist Michio Kaku says “We are all born as scientists but we often lose our sense of curiosity in our school years.” The school is usually a place where children are molded, academic development is followed, and at the end of the year students are given a report card with grades on them. Shade and Shade (2014) argue that an alternative report card will lead to a huge change on students’ creativity. From this point of view, in this report if students’ empathy, sense of humor, tolerance, observation, questioning level, self- confidence, imagination, risk taking, persistence, fields of interest, learning power from the mistakes, adaptability, energetic and happiness could be measured and assessed the creative productivity of children would have increased.

Creative thinking skill is one of the 21st-century skills students must have. 21st-century skills are often known as 4C (Communication, Collaboration, Critical thinking, and Creativity). Creative thinking skill is useful to deal with the industrial revolution 4.0. The industrial revolution 4.0 was marked by the development of science and technology that developed very rapidly and significantly. To join the industrial revolution 4.0 and the challenges of the 21st century, individuals who can adapt and think creatively are needed (Munandar, 2009). A nation does not only need abundant resources but also requires the ability to think creatively (Mahmudi, 2010) for the superiority of a nation.

Research suggests that appropriate, constructive and assessment-based group discussion is one of the most critical features of effective teaching and learning. In a meta-analysis of over 800 studies, Haite (2015) found group discussion was the most important teacher practice in Enhancing student learning. group discussion supports students to know where and how to Enhance, and it can support their motivation to invest effort in making Enhancements. It is an integral part of Assessment for Learning.

Well-timed group discussion can support creative processes for better performance, including confirming or restructuring understanding, Enhancing strategies, guiding students to more information, and suggesting directions and/or alternative strategies they could pursue in order to Enhance. group discussion can also engage students in creative strategies such as group discussion, task planning, monitoring, and reflection, which are important skills for self-regulated learning. group discussion can influence students’ affective processes, Enhancing effort, motivation and engagement.

the process of programming is believed to favour skills like creativity, logical reasoning, skills for design and innovative thinking and communication. There are many similarities in the above process with models of creative functions, which make computer programming an activity which Enhances creative performance. When someone creates computer programs that represent the complexity of human thinking then she/he understands this behaviour and learns about her/his own thinking processes. Furthermore, the processes of decomposing compound problems into sub-problems, generating complete and accurate solutions for the sub-problems and testing and re-testing the problem solution for the correctness and creativity, demand high problem solving skills and make computer programming a vehicle for exercising analytical and critical thinking for a variety of problems. One of the core aims of using programming is also to engage students to think computationally and acquire skills to Enhance solid solutions through understanding of concrete problems using the analytical and critical thinking. Recent studies in this field address the necessity for students to be trained in thinking computationally before learning to program.

Its argues that in learning to program one learns powerful problem-solving/design/thinking strategies. This is because when students program, they first need to find a solution to a problem, and then to reflect on how to communicate their solution to the machine, using syntax and grammar, through an exact way of thinking. Programming involves the ability to generate a solution to a problem and generating solutions means that one of the learning outcomes is the ability to solve problems. According to Papert, when students create a program they acquire a sense of mastery over a technological instrument and they establish contact with some of the deepest ideas of different disciplines such as science and mathematics.

Programming is considered a complex creative ability and it can be an excellent example of how someone can obtain such a compound creative skill. Learning how to program requires strategy, planning and logical thinking skills and, as such, it provides a productive field for Enhancing and exercising problem solving skills, higher order thinking and creative skills. Writing a computer program requires some degree of interpretation, abstraction, logical reasoning, comprehension of the structure of the program and altering the source code in order to be functional. It also requires skills of trouble shooting, discovering errors in the code, modifying the initial idea to match a specific situation, and generally, practical competencies that cannot be Enhanced through theory.

Q.2

What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem? (05 marks)

The researcher told his colleague, friends, and senior teachers about his realisation. During discussions with these children, the researcher discovered that both children and teachers were uninterested in their realisation self- creativity, and that teachers were also uninterested in their errors. As a result, children have not been able to Enhance their realisation creativity to the extent that they deserve.

Discussion with Supervisor:

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

Supervisor also summarised some key points, such as the need of honesty in every school in light of the current situation in the country/world. There isn’t a single school that isn’t subjected to the daily barrage of realisation self-confidence. Nearly every aspect of a principal’s or teacher’s daily routine may revolve around some form of honesty. One of the most important things you do when you’re in a seniority position is simply deal with the day-to-day issues that arise for your students. Enhancing your positive behaviour will provide you a great advantage in both teaching and other school roles.

Discussion with Teacher:

After the family or parents, our teacher claims that his or her part is the most significant in the process of controlling a child’s inclinations. Our teacher instructs us to take the next step to support the cooperative process. Encouraging them to explore, be curious, come up with questions and investigate how things work. Asking them to think of different ways to solve problems, providing choices of activities that involve planning and decision making

Q.3

What did you find about the problem in the existing literature (books / articles / websites)? (10 marks)

Literature review

In highschool, students prepare to enter a university program that will require them to solve problems increasingly closer to the reality of their future professional life. In a business environment propelled by innovation, the workforce within organizations is expected to achieve their productivity goals and generate new ideas for improving products and processes. Creativity, problem-solving, and the generation of new ideas are the expectations that the labor market has of individuals .Therefore, the education system should seek, among others, the development of creative thinking skills (CTS).

Recent efforts at higher education centers aim to the development of competencies. However, measuring intangibles is not an easy task, and the decisions taken by such centers are usually driven by qualitative and perceptual results that favor active learning (AL) techniques. While it is true that the teaching methods must motivate the exercise of those skills and give opportunities to practice it is also true that without measuring their effectiveness, a helpful comparison is hindered.While working in teams, creativity can be understood as a skill enhacedin group discussion emerging from its inner interactions; however, there is no single or precise way to measure it.There have also been discussions about the difference between creative thinking and original thought in searching for precision, the former requiring the idea to be helpful . While previous works have tried to go beyond describing creativity using natural language, defining novelty or usefulness remains subjective and linked to the viewer’scontext.

The study findings revealed a correlation of approximately 41% between the CTS model and the final evaluation of the control groups, a correlation that was not reflected in the experimental groups. Possibly, the teacher could focus on developing these skills by not having to create the FL and the gamification of the course. It should be noted that the inverted classroom and gamification techniques also intervened numerically in the final grade, possibly downplaying the weighting of CTS. Therefore, a study that reveals the correlations among these factors would have to be carried out to confirm their effect.

Although the control and experimental groups had students from both academic programs, a more significant correlation of CTS was observed in the Multicultural program. The admission requirements for these two programs do not differ drastically, only requir- ing a better English level for the Multicultural program. By design, this program aims to strengthen skills associated with developing in diverse cultural environments and interact- ing with people from different countries. Therefore, most of the courses in the program exercise such a different focus, and an academic trip abroad is mandatory. However, all the participants in this study belonged to the first semester, where the strategies targeting skills development are incipient. Then, the differences found between the two programs seem to be unrelated to the said design. Indeed, applicants and enrolled students subjectively

associate the Multicultural program with a higher academic level so that the results appear to be more related to the student’spredisposition.

It is noteworthy that activities 4, 5, and 6 showed the lowest grades. These activities required the usage of specific software over which the students did not have mastery; their lack of experience probably explains the notable differences relative to other activities.

As Baer (2015) and Aleksi´c et al. state, creativity requires a certain level of expertise. On the other hand, CTS took a noticeable leap in their final project, associated with a civic association. The work teams were larger than those in the other activities, leading to discussion spaces; also, an increased commitment was evidenced because they worked on an actual project to benefit an association. Both the discussion spaces and the students’ interest in the project were factors that seem to have positively influenced their expression of CTS.

It has been reported that the use of the FL has shown indications of helping favor creativity. However, it is recommended to prepare the students beforehand to take on a class using AL because some are reluctant to change . In this case, although the students were not prepared previously, their comments over the results depict engagement and a high self-perception, contrary to the discussed reluctance.

The results suggest that incentivizing CTS does not require a change in the course structure, unlike H1. Instead, their enhancement is more linked to the type of activities, how a student feels about his work environment, his experience with the tools used and the spaces for the discussion of ideas. Finally, the commitment to the expected result, related in this study to implement the project for a civic association, is also relevant in favoring CTS. Hence, the different sources comprising the students’ “engagement” must be precisely defined and identified as they maybe perceptually similar, but their effect on CTS is different.

Science (Kemendikbud, 2017) is one of the important foundations in nation-building. Science and Natural Sciences mean the science of nature that studies events that occur in nature. The definition of Natural Sciences (Chiappetta, 2010) means as away of thinking, investigating, a building up of science and relating to technology and society. Science is developed on three basic dimensions namely scientific processes, attitudes, and products (Carin, A.A. & Sund, 2014). Creative thinking skills are required in science learning (Fatmawati, 2016). Science learning has the role (Prayekti, 2006) of preparing students to have the ability to think critically, creatively, logically and take the initiative in responding to issues in society caused by the influence of the development of science and technology (Bahriah, 2012) (Kurnia, F., & Fathurohman, 2014) (Rashid, T., & Muhammad, 2016).

Creative thinking skills are classified as high-level thinking skills (Nehe, M., Surya, E., Syahputra, 2017) with characteristics of authenticity, flexibility, fluency, and elaboration. The ability to think creatively (Torrance, 1965) can be divided into three, namely: (1) Fluency (fluency); (2) originality; (3) elaboration. Characteristics of creative thinking ability (Silver, 1997) include fluency, flexibility, and novelty, while the characteristics of creative thinking skills related to cognition (Munandar, 2009) include: thinking fluently, thinking flexibly, thinking original, thinking in detail (elaboration) and think to assess (evaluation)

Q.4

What were the major variables / construct of your project? Give definitions / description from literature. (05 marks)

Developing 21 century skills of students

skills Enhancement should start early in a student’s life which is a true reflection of their inner being. It can be defined as a set of traits that shape the inner and outer being in a person with organised pattern of behaviour that makes a person distinctive. Character, behavior, attitude and environment are some of the qualities that shape an individual’s persona. It helps gain confidence, self-esteem, and positive impact on one’s communication skills and the way one sees the world. Students should Enhance an outgoing and impressive skills that will Enhance the quality of learning.

creativity

To provide effective thinking skills to students is one of the main objectives of education. Although there have been great changes in the field of education from Socrates to the present day, the effort to give students the ability to think has always been in the core of the educationCreativity is not a concept which has a simple definition. Creativity is the desire of the individual to find an original product or solution. The sense of desire and imagination are the key words of creativity.The originality for creativity alone is inadequate.creativity can also be defined as the process of sensing difficulties, problems, gaps in information, missing elements, something askew: making guesses and formulating hypotheses about these deficiencies; evaluating and testing these guesses and hypotheses; possibly revising and retesting them and finally communicating the results”

Creativity emerges as a result of thinking, and one can develop creativity regardless of age. The school environment is one of the most suitable areas for creative thinking education, as long as it is designed with a culture of thinking and this process takes place under the mentorship of a determined teacher.the importance of ensuring the positive environment that teachers can establish with the students, and the safe environment in which students can independently express themselves without being judged

Q.5

What did you want to achieve in this research project?

Objective / purpose of the study:

The purpose of this action research will Enhance creativity through group discussion to the students of grade 6

Objective of this research are:

To Enhance creativity through group discussion.

To investigate creativity through group discussion.

To have which advantages of using creativity through group discussion.

Research Question:

Specifically it seeks to answer the following questions:

How to Enhancing creativity through group discussion?

How to investigating creativity through group discussion?

What are advantages of using creativity through group discussion?

Q.6

Who were the participants in your project? (05 marks)

The goal of this study is to Enhancing creativity through group discussion in grade 6 students by encouraging them to participate in group discussion activities. The (School name ___________) students made up the group. There were thirty-one (31) grade 6 instructors. Their native languages are Urdu and English, respectively, and English is a foreign language to them. Thirty-one students took part in the study with the help of the greatest English language professors. Students were chosen from the class preparation. In this study, one type of research tool was used: a student observation. The instruments are available in both quantitative and subjective formats. The survey was created with the express purpose of achieving the investigation’s objectives. The overviews were given at a government elementary school so that the researcher could understand them better.

Q.7 # How did you try to solve the problem? (10 marks)

On the other hand, when it comes to auditing, the phrase survey is commonly employed. In reality, have a look at this common and uncomplicated data gathering approach. Furthermore, it is the quickest, most cost-effective, and most private approach for gathering social affair data from responders. The information was gathered using an effective research tool. As a result, in such inspections, it is critical to capture all points of view while the estimating device is being used to gather quality data. To obtain critical and cautious information, the Emotional/Quantitative system was applied. Information was gathered by a survey, which included a simple close request for investigation aims. The close-by completed overview was created to collect data.

Methodology:

The method used in this study was an activity research to uncover and address the problem. Using Errors to Enhance group discussion Skill Capacity was the social marvel under consideration. Surveys, interviews, field notes, and perspectives were used to acquire information that was supposed to provide the data knowledge needed to answer the research questions. The population is the complete group from which a sample is picked, and we chose pupils from Garrison Academy. Being a resident in the district, it was very convenient for the researcher to gather excellent data from the chosen city and school. A sample is a smaller representation of a larger set of information. It is made up of all the Errors that represent the entire population.

Ethical Consideration:

My secondary class responsibility as teacher-researchers was to my students. If the research design, interpretation, and practical Enhancement created by an action research have been negotiated with all stakeholders directly involved with the scenario under study, it is deemed ‘ethical.’ The principal and the Area governing body were both approached for permission to conduct the study. The Area Head’s permission was obtained. The Education Department gave permission for this study to take place in the area where I was teaching. The participants’ (class prep students) rights were explicitly stated, including the ability to reject to be audio recorded and the right to inspect any notes or recordings.

Q.8

What kind of instrument was used to collect the data? How was the instrument Enhanced? (05 marks)

Research Instrument:

Observation was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives. Quantitative research is explaining phenomena by collecting numerical data that are analyzed using controlling impulses 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 students have been given observation to find out the Enhancing of student’s behavior through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Observation
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 questionnaire 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.

Observation as an interview is:

Q.9

What were the findings and conclusion? (Provide instruments and analysis as appendix) (10 marks)

This study project was established and carried out to answer the following research questions:

To investigate the problem of to Enhancing creativity of grade 6 students through group discussion

Finding

• The quantitative data imply that leveraging students’ behaviour to directly teach students solutions for reducing self- creativity difficulties has a considerable impact on their problem-solving capacity.
• Between their pre-assessment and post-assessment scores, all students made managing communication.
• The average percentage of those who were able to manage their communication was 37.5 percent.
• With a 62 percent gain in creativity habits, students in grade 6 experienced the best results.
• Remaining 38% don’t accepted the creativity due to his family concerns
• Based on this information it can be concluded that there is a very significant difference in test scores between the pre- and the post-assessment.
• The results for pre-student’s behavior for students general for the group was a mean of 54% percent correct with a standard deviation of 17.5 with scores ranging from 25% to 75%.
• The median score was 53.12% percent and the mode was 75% percent.

Conclusion:

The study’s findings were affected by a wide range of factors. Many self-creativity problems occurred in the classroom during the intervention period, frequently preventing the treatments from taking place. The home’s academic schedule also had an impact on how the interventions were put into practise. The interventions were removed from the daily routine because there were so many half-day or professional days. Prior to the start of the interventions, the fourth grade staff at the home also introduced a brand-new creativity curriculum. At first, there should have been no problems with the interventions due to this new implementation. However, it was decided that more time needed to be devoted to the Walk to self- creativity program and the new curriculum. This caused the intervention time to be cut from the daily schedule. Also, as stated previously in this research, there was a chance that the new curriculum influenced the students’ self- creativity abilities, thus creating inflated results. For most of the tools administered, the parents gave them to the students. This might have affected the results of the data because the children presence might have had different effects on the students. The students might have felt that they needed to answer a certain way.

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Q.10

Summary of the Project (05 marks)

creativity is commonly defined as the belief in one’s capabilities to achieve a goal or an outcome. Students with a strong sense of creativity are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. creativity students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low creativity, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. Thus, students with poor creativity have low aspirations which may result in disappointing academic performances becoming part of a self-fulfilling feedback cycle.

Research shows that the type of learning environment and teaching method can Enhance creativity in the classroom. A similar result was reported by Fencl and Scheele. They describe a required; no majors’ physics course where the effects of different teaching methods on the classroom climate and creativity were measured. The students’ response indicated that a question and answer format, inquiry-based lab activities and conceptual (rather than quantitative) problems had a significant effect on creating a positive climate in the classroom. In addition to those pedagogies, collaborative learning and the use of electronic applications showed a positive correlation with increased creativity in their student sample. Fencl and Scheele point out that the teaching methods that showed a measurable positive effect share the common feature of engaging students in a comfortable or creative manner. Moreover, pedagogies such as collaborative learning and inquiry-based activities have also been shown to have a strong correlation with how well students learn physics.

Also concludes that cooperative learning strategies have the dual outcome of Enhancing both creativity and academic achievement. “Cooperative learning structures, in which students work together and help one another also tend to promote more positive self-evaluations of capability and higher academic attainments than do individualistic or competitive ones.”

Q.11

How do you feel about this practice? What have you learnt? (Self-reflection) (10 marks)

In the earlier I was bit confused when I went to home for research. I was hesitated to start my work in the home but when I arranged meeting with home staff then suddenly this hesitation went away. The staff of the home told me that we will help you and guide you whenever you need. After meeting with home staff and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict parents experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im 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 students then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict parents 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 Enhanced my writing skills too. I also learnt how to write effectively and accurately I have Enhanced my English grimmer. My vocabulary has been Enhanced. I learnt new methods of Enhancing writing. I learnt how to write stories in appropriate way. Overall it helped me to Enhance 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 parents. 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. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions.

Q.12

What has it added to your professional skills as a teacher? (05 marks)

While teaching can certainly be a challenge, it is also one of the most rewarding careers out there. Check out some of the useful skills for parents to see if there are any areas you need to work on before you become one:

Whether I teach high home subject or kindergarten, nothing is a more effective tool than using my imagination to create new and interesting ways for my students to learn. I may be inspired by the work of other parents, mentor or a TV commercial – it doesn’t matter. All that matters is that I take the initiative to find new ways for my kids to learn the material.

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

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

I can never know too much when I am a parent, especially when it comes to the best way to teach my students. Great parents are constantly looking for ways to expand their horizons with courses, workshops, and seminars. Make sure you I don’t become stagnant by taking courses to keep the content fresh in your mind.

No parents will succeed if they don’t have good communication skills. Clear, concise, and to the point – the better your communication skills are, the easier our lessons will be. There are many different types of classes available to help some parents who may need help Enhancing their skills.

Every parents needs to have confidence, not only in themselves but in their students and their colleagues. A confident person inspires others to be confident, and a parent’s confidence can help influence others to be a better person.

Modern parents know how to find engaging resources. In this digital age, it is essential to find materials and resources for students that will keep them interested. This means keeping up to date on new technologies and apps, and browsing the web and connecting to fellow parents. Anyway that I can engage students and keep things interesting is a must.

Q.13

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

• Akyüz H. 1992. Eğitim sosyolojisinin temel kavram ve alanları üzerine bir araştırma.[A research on the basic concepts and areas of sociology of education], MEB Yayınları.
• Mahmudi, A. (2010). Mengembangkan Kemampuan Berpikir Kreatif Siswa Melalui Pembelajaran Topik Pecahan. Seminar Nasional ALjabar, Pengajaran Dan Terapannya. Yogyakarta: FMIPA UNY.
• Grigorenko, E.L. Creativity: A challenge for contemporary education. Comp. Educ. 2018, 55, 116–132.
• Peres, P.; Mesquita, A. Master model to gain time in your classroom. In Proceedings of the 3rd International Conference on Intelligent Information Processing, Guilin, China, 7 October 2015; pp. 499–504.
• Sacramento, C.A.; Dawson, J.F.; West, M.A. Team creativity: More than the sum of its parts? Res. Multi-Level Issues 2007, 7, 269–287.
• Mednick, S. The associative basis of the creative process. Psychol. Rev. 1962, 69, 220–232. [PubMed]
• Baer, J. The Importance of Domain-Specific Expertise in Creativity. Roeper Rev. 2015, 37, 165–178.
• Aleksi´c, D.; erne, M.; Dysvik, A.; Škerlavaj, M. I want to be creative, but . . . preference for creativity, perceived clear outcome goals, work enjoyment, and creative performance. Eur. J. Work. Organ. Psychol. 2015, 25, 363–383.
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