Difficulty with providing for creativity and problem solving

1. Solutions

1.1. Be clear about expected outcomes to bee achieved.

1.2. Develop problems that are suitable for the learners. these are to enable learners to achieve the outcomes (Killen, 2015).

1.3. Problem solving helps learners view the teacher as a resource fr learning that will help them learn (Killen, 2015).

1.4. Problem solving gives teachers a better understanding f the learners ability and whether or not they poses talents (Killen, 2015).

1.5. Have discussion with learners regarding the myths and fallacies of creativity with the learners (Davis, 2018).

1.6. Make use of strategies and methods that are of a creative nature in your classroom (Davis, 2018).

1.7. Allow for discussion for ideas and thoughts to be shared openly in a safe and protective as well as accepting environment (Davis, 2018).

2. References:

2.1. Killen, R. 2015 Teaching Strategies for Quality Teaching and Learning, Juta and Company Ltd ISBN 978 1 48510 248 9

2.2. Davis, L., 2017. Creative Teaching And Teaching Creativity: How To Foster Creativity In The Classroom — Psych Learning Curve. [online] Psych Learning Curve. Available at: <http://psychlearningcurve.org/creative-teaching-and-teaching-creativity-how-to-foster-creativity-in-the-classroom/> [Accessed 16 September 2020].

3. Problem solving

3.1. Challenge: structure a learning opportunity that allows and encourages learners t engage in this processing (Killen, 2015).

3.1.1. It takes time to prepare effective problem solving tasks. It also requires teachers t be careful and structure them so that they produce the required outcome (Killen, 2015).

3.1.2. Learners possibly will not learn what you want them to learn if they do not know whey they are attempting to solve a problem (Killen, 2015).

3.1.3. learners may not perceive the problem solving tasks as relevant and therefore effective learning will not take place (Killen, 2015).

3.1.4. these tasks are generally self-directed and because the child is learning independent of the teacher they may not develop the right method and knowledge that the teacher wishes theme to (Killen, 2015).

3.1.5. lack of or poor engagement can occur if learners feel as if the problem is unsolvable (Killen, 2015).

4. Creativity in tasks

4.1. Schools can lack the sources and funding in order to provide art and drama supplies which will make teaching these tasks difficult and may hold the learners back regarding their potential to create (Condy and Blease, 2014).

4.2. Many people and children believe that creativity is innate and not learned. This leads to false belief that creativity is only for some and therefore the skill can be inhibited in young children (Davis, 2018).

4.3. Many people believe that creativity is measurable. This is false. It can be improved and assess in many ways (Davis, 2018).

4.4. Teachers believe that if they are not creative they cannot teach creativity to their learners, they believe they are not qualified for the task (Davis, 2018).