 GENERATING ENVIRONMENT FOR
 CREATIVITY : ROLE OF TEACHER

-DR. NAJMA SIDDIQI

An important parameter for improving the quality of education lies in the art of imparting education. It has been observed that even the best curriculum and the most perfect syllabus remains dead unless quickened into life by the right methodology. Here the role of the teacher is very crucial. One of the first decisions a teacher should make, is the relevant strategy/strategies to use. The decision depends on the objectives. If the objective is only giving information, a straight lecture will be very effective. But if the objective is nurturning of creativity along with concept clarification, the teaching strategies have to be different. The ability to think creatively is required by teachers in most informal learning experiences.

Modes of Teaching-learning :

All those who are concerned with education want "teaching a success." It signifies the idea that learning is implicated in teaching. Now in much pedagogical literature, expression "teaching-learning process" is used in order to change the focus, that teaching entails learning. With the increase as well as modernization of contents many changes have been brought in teaching-learning process. The following table indicates some contrasts between traditional and new trends in methodology of teaching :

        
                 Traditional modes fo teaching                            New trends in teaching-learning process
        
                Highly coherent structured courses                          Open, flexible courses
                Teacher paced work                                          Class paced work
                Teacher lectures, class listens                             Teacher and class discuss
                Teaching by telling                                         Learning by doing
                                                                            Learning by investigating
                Linear courses                                              Modular courses
                Mainly concerns with theory                                 Equally theoratical and practical work
                Practical work to verify information,                       Inquiry-based practical  work.
                and to develop technical skills
                Text book dominant                                          Multimedia approach
                                                                            Use of external learning systems e.g. radio, TV,
                                                                            Video and Computers.
                                                                            Use of models, games, real objects,
                                                                            Simulation to develop understanding.
                                                                            Use of problems based on second hand data.
                                                                            Self developed activities e.g. project work.
                                                                            Use of self-learning units - Programmed learning
                                                                            material, instructional material written in modular
                                                                            forms.

What should be done to generate an atmosphere for Creativity?

The obvious conclusion to be drawn from the above analysis of teaching methodology is, that we have a variety of teaching learning strategies to be used. We have to see the appropriateness of methods for our target group and to achieve the objective of developing creativity.

Interactive methods are useful, authoritarian relationship of teacher to people should be avoided. Effective guidance is necessary by providing appropriate material. Children with creative potential experience the boundaries with which they can adventure and feel secure.

Interpersonal interaction:

Personal interaction between the teacher and the student is a necessary ingredient to establish a positive and productive learning environment, which is needed for generating an environment for developing creativity. Accepting learners feeling and thoughts, giving corrective feedback and reinforcing student participation are important.

Inquiry :

Inquiry is a strategy that is promoted in science as well as in other disciplines. It requires students to find out things themselves. Inquiry is a broad strategy that can include discovery, problem solving, deductive reasoning, inductive reasoning and discrepant events. All this generates an atmosphere for creative thinking.

Discussions :

Discussions allow students to express their views, analyze and evaluate ideas and clarify perceptions. If higher order probing open ended questions are asked, divergent thinking is likely to develop which ultimately provides an opportunity to develop creativity.

Importance of questions in developing creatively :

Questioning can make 'teaching an interactive process. Effective learning, to a great extent depends on the ability to ask good questions. Most scientific questions can be reduced to simple forms such as "What", "How" and "Why". What questions like-'What animals are found in Simla Hills ?".. lead to descriptive research which is indispensable for all scientific endeaver.

"How" questions like-"How does the drug thalidomide affect the growth of Protozoa", are relatively straight forward. The manner of attack is suggested by the question, but detailed procedure is needed. Designing of relevent procedure is also an important mental exercise.

"Why" questions are much more difficult to answer like-'Why does caffeine promote relaxation at bronchial muscles in humans". It does not imply a method of attack. Here one might speculate about possible reasons. There could be more than one answers which can be tested as hypotheses. Why questions rarely have a final answer; one question leads to another probing question. Such questions give opportunity for divergent thinking. This creates an atmosphere for nurturing and developing creativity.

Asking questions, actively involve students in their learning process by eliciting selected responses. The type of response can be elicited by the type of question being asked. Lower order, higher order, open and closed questions and several types of questions that can be used to engage students in thinking process.

Lower and higher order questions :

Based on Bloom's Taxonomy of cognitive objectives, the knowledge and comprehension level represent the lower order questions while application, analysis, synthesis and evaluation level represent higher order. Low order questions obviously require less thinking on the part of learner than higher order questions. Each type of question has its place in teaching science. For developing creativity, students should be asked questions which require them to analyse problems, synthesise ideas and make assessments, to criticize and to make value judgement, of course depending on the maturity level of students.

Closed and Open questions :

Closed questions elicit short responses and are lower order in cognitive complexity. They focus specific and correct answer. They are convergent and used to get certain response from students. Mostly they are "What questions". Open questions elicit divergent thinking. They are suitable to initiate and sustain discussions. Open questions provide range of responses. They stimulate creative an

personal responses. Open questions can be used to create an atmosphere of sharing, clarification and openness in the class and give an opportunity for greater freedom and participation in learning science.

Probing questions :

Probing questions encourage the students to expand on their response to a question and help to elicit deeper thinking and greater clarity.

Example :

Teacher-Are nuclear power plants dangerous?

Student-Yes.

Teacher-In what way?

Student-They give off radiations.

Teacher-What does radiation do?

Student-It produces cancer.

Teacher-Where did you obtain that information?

Student- I saw a television programme on nuclear energy and they stated that radiation may cause cancer.

Teacher-What type of cancer did they mention?

Student-Blood type called leukemia.

Teacher-What is leukemia?

Student-An abnormal increase of white blood cells.

Teacher-How does Leukemia affect a person?

Student-It causes anemia.

Teacher-What is anemia?

Student-It decreases red blood cells.

Teacher-What are other symptoms of leukemia?

Student- I don't know.

This dialogue gives an idea how the teacher raises an open ended question about the danger at nuclear plant and by probing with a series of lower order questions to get additional information till it is fruitless to ask from the same student. Then the questions should be directed to other students to stimulate and motivate them to learn more about the topic. Probing questions can stimulate inquiry and the clarification at personal values.

While asking questions pausing or waiting time is an important aspect. Without waiting time question-answer session is ineffective.

If teacher encourages students and provides proper guidance tremendous opportunities are available for developing creativity outside the classroom also which many a times go a long way. A list of some such activities is given below :

Science club activities :

Science club provide an opportunity of doing work informally at their own interest and choice and provide freedom of expression.

Provision of interesting and nonconventional assignments :

Quiz competitions.

Taking part in scientific debates.

Educational excursion and field trips of scientific importance.

Encouraging Creativity in the classroom :

The following points are a summary of the opinions of a group of teachers who held a seminar on the topic "How can the teacher encourage creative responses in the classroom"? They are included here principally as discussion points and as a basis for individual reflection. They are not in any order of priority.

1. A good pupil-teacher relationship is essential. Views differed on precise nature of this relationship, but is was agreed that the teacher must be a good listener, receptive to ideas and be able to response positively to them.

2. In group activities cooperation should be encouraged than competition.

3. Time limits should rarely be used, but teacher should be aware of "pace" in pupils learning, which should promote creativity.

4. It is essential that the teacher arranges for pupils to be successful. The implications of this for the building up of positive self concepts were considered important.

5. There should be a significant emphasis on participation by the pupils in planning their own work.

6. The reward should be concerned ultimately with the intrinsic satisfaction of having done some thing well.

7. Efficient organisation of routine work, flexibility in peoples learning to allow individual choice.

8. Emphasis on provision of a wide variety of material in plentiful quantities.

9. Emphasis on positive elements and encouragement in teachers approach.

10. Pupils own ideas should form the basis and starting point of their work. Discussion about this should be encouraged. Brainstorming techniques - to produce ideas.

11. Many starting points for study will be outside school, which should be regarded as "base for learning"

12. The teacher should have in mind the needs of a balanced programme.

13. Problems should be given which are solved in groups. Collaboration is imponant and often given rise to new ideas.

14. A team-teaching approach is likely to be fruitful. The team could also profitably include students.

15. It is important to build up learning resources. Creative work makes great demands on background material.

16. Begin from where the pupils are, not where the teacher think they ought to be.

17. The use of educational games and varieties which call for imaginative, individual solutions has great potential for creative development.

References

Alfred T. Collette & Evgene L. Chiappetta: Science Instruction in the Middle and Secondary Schools; 1984 Times Mirror/Mosby College Publishing.

John Foster : Creativity and the Teacher, 1971, Macmillan Education Ltd.

GENERATING ENVIRONMENT FOR CREATIVITY : ROLE OF TEACHER