Creativity in Any Classroom

Creativityin Any Classroom

Each child is born with anexclusive potential of creativity. At birth, these potentials cannotbe identified until the child development starts to progress in earlychildhood stages. Creativity is a significant aspect of personality.Understanding children`s social cultural and ethnic background iscritical when creating effective classroom behaviors for children inearly development classes. It provides educators with the basicknowledge needed to analyze their learners` skills in diverse ways.In most cases, creativity needs to be cultivated and nurtured becauseit doesn’t come automatically. Creativity development andconfidence among children begins from their classroom experiences.

Creativityas part of broader learning skill that evaluates students’abilities beyond their ordinary classroom activities

Creativity among children entailspotentially productive activities. However, creativity in educationextends further into creative thinking in problem solving,establishment of an active learning environment and the process ofnurturing creative ideas within a creative learning community.Creativity can thus, be defined as the course of coming up with newideas, making something valuable that has not been discovered before.I can either be in artistic, scientific, or even social politicalrelationships. It is thus set of beliefs and attitudes composed ofexcellent skills and wider understanding of knowledge. An originalintention often results in a quality and natural classroom eventsbecause the learners will be creative enough.This essay will discussfactors affecting creativity in any classroom environment. It willaddress how aspects on social, cultural, ethnic, and familybackground have on both teaching and students` learning. The authorwill, therefore, analyze them and recommend approaches that teachersand other educators should incorporate in their learning sessions toboost creativity among their learners.

Family backgrounds pose someimpacts on the teaching and learning processes. To understandpeople`s behaviors, it is necessary to review the base roots of theiractions. First, there is need to reconsider fundamental ways thataffect people’s confidence to interact well with others. People’sethnicity and cultural diversity must be well considered to minimizepeople’s difficulties in being creative and socially active inlearning sessions. However, learners are advised to use their skillsand be creative enough without considering the limitations that havebeen created by their unavoidable ties with their cultures andethnicity. Teachers must educate their learners that being creativewill cost them the power to change unnecessary habits that havehindered their families and communities from development.

Social and cultural beliefsaffect the way learners conceptualizes ideas in their learningenvironments. People form ideas and think differently depending ontheir social backgrounds. However, these social ties must not beencouraged because they hinder learner’s creativity affecting theirperformance. According to XXX traditional learning and teachingmethods are insensitive to teachers because they tend to favor thestudent`s concepts using related cultural concepts. Teachers mustthus be keen of different learning characteristics of their studentsto be motivated by the learners academic and creativity achievements.For example, some students may choose not to answer a question, yetthey have the right answer because of fear of what their cultureholds pertaining the context being discussed. Students` silence must,therefore, not be translated into disrespectful, non-compliant ornon-attentive actions because if such comments are directed to them,it may affect their creative thinking.

A variety of personal experiencesgreatly influences emotional responses. Divergent thinkers areinfluenced by the values of their immediate society when makingcreative decisions. Culture significantly affects learners and theirteacher’s attitudes towards development and change aspect. Forexample, religion can be against a social interventions that seek toimprove their welfare. Issues of physical contacts may isolate somestudents from joining creativity discussions because of the taboosthat have been instilled in them. As a result, students developpersonal emotions towards each other because of their pastexperiences at home. To come up with effective decision-making thatis more creative, learners must combine their divergent ideas andopinions to increase the creativity of their solutions. It is,therefore, evident that students who are afraid of working in teamswill not achieve sufficient creativity in their research and learningactivities (Shavanina, 2013).&nbsp

People act differently dependingon their family backgrounds. People from ordinary families reactslowly because often they feel that their colleagues are superior tothem, while children from families with rich ethnic influence respondpromptly to issues affecting them. Conversely, children frommarginalized communities lack the confidence to interact with theirclassmates and express their views and ideas that could be morecreative in solving the problems being addressed by their teachers.In the attempt to be creative in their activities, cultural influencemay hinder some individuals from revealing their creative ideas andopinions due to fear of being isolated from their families and theirimmediate environments (Mishra et al. 2012).

Learnerspossess different cognition styles during classroom activities. Therates of which they own, perceive and gain knowledge is quitedifferent. Experienced educators are aware that all their learnersare the same. The principle of diversity in culture and familybackground has made some students` ability to learn to be reduced.Psychological problems from the learners` experiences make them thinkcritically about ways of increasing awareness in their homes. Someutilize their abilities, skills and the knowledge of their studies tosolve environmental problems and social conflicts that have existedwithin their communities. Teachers are also keen to observe theirlearners abilities and talents to ensure that they critically thinkwhen solving problems in their learning environment (Shavanina,2013).&nbsp

Asdiscussed above, learners bring their individual approach towardstheir learning situation. Different contexts where children grow inhelps them to develop useful creative ideas that increase theircognitions levels in class. Cultures that are against adoption oftechnological advancement and limited education for girl childnegatively limits their creative thinking because they highly valuetheir cultural beliefs and practices. In classroom discussions,learners from such marginalized cultures and family background arenot progressive critical thinkers, and as a result, their academicperformance is poor when compared with their peers (Mishra et al.2012). The education ministry has established principles and theoriesthat offer opportunities for success to every student in the schooldespite their social diversity to achieve equity.

Explainhow it is essential for teachers to incorporate creativity in theircurriculum


Teachersoften include the collaboration of the creative lessons through theircurriculums. Various curriculums include these lessons to booststudents` understanding through practical experiences that requirethem to utilize their talents. Creativity lessons allow students togather together so as to develop their creative ideas throughbrainstorming and critique evaluations. Teachers benefits from thissession because it offers them an opportunity to understand theirstudents well by observing their skills using their contribution tothe collaborative effort (Pink, 2011). Another importance of havingcreative lessons in a curriculum is the ability to allow trainers togather ideas and bouncing them off other teachers.

Incollaborative decision making, many brains are brought together tobrainstorm on an idea this makes their potential to be exponential.There is also the aspect of creative inspiration which can ariseduring individualization of divergent thinking (Mishra et al. 2012).

Creativityhas been responsible for lighting the Creative Fire amongst othertrainers.

Creativelessons should not be limited to just English language and art classonly. (Davidovitch &amp Milgram, 2016) Argues that all experiencesmust include topics that allow the learners to reflect on theirtalents and solve the problem under their topic using creativeknowledge. Original inclusion in academic learning sessions will thusbe helpful for teachers to incorporate learners into their teachingprocess to boost their knowledge. Creativity classes offer teachersan opportunity to challenge each other through the competition on thedifferent art subjects. The winning team motivates the members to bemore creative (Mishra et al. 2012).

Creativeand creativity lessons should be included in learning institutionsand teachers training colleges to foster Team Building. Throughadoption of a well-programmed curriculum, teachers get theopportunity to develop some team building sessions for theirlearners. This process makes their teaching practices to becomprehensive through competition established in each team.Collaborative classes assist the teachers to be competent in theirwork because of a great teaching environment that strengthens theirteam building capabilities (Shavanina, 2013).&nbsp

Takingknowledge out of the syllabus and synchronizing learners` experiencesensures that creativity is grounded in all academic training andlearning. Many teachers have cited that creative and creativitysessions help their students to relate their study context torealities happening in the real world. Teachers perceive the learningprocess as original tales that helps them to think critically andimprove their teaching skills. Such platforms help them to learnmodern technologies and modern methods used to solve problemsaffecting their environment and that of their students(Root-Bernstein &amp Bernstein, 2012).

Creativityis an art subject that teachers incorporate in their curriculums tonaturally become an essential part of the learning experiences. Someteachers have been incorporating design activities where students aregiven an opportunity to think on their own and come up with designsthat can be used on wall painting as a way of improving theirinstitution`s beauty. Science teachers get the opportunity to learnartist skills such as photography, visual designs, and poetry.Davidovitch &amp Milgram, (2016) offers an example of a teacher whotaught poetry through her students. After the session, the teacherdeveloped a rap song that features mathematical concepts helpingtheir students to learn better using a creative method. It is a toolthat breaks the usual class boredom. Some teachers have been able toboost their personal interests and creativity into valuable teachingtechniques after the adoption of good creative and art sessions thatthe ministry of education has fixed within their teaching syllabusesand core curricular activities (Davidovitch &amp Milgram, 2016).

Creativitylessons benefit learners and teachers as well if well utilized.Creativity has been associated with improved self-esteem,self-confidence, self-expression as well as significant psychologicaldevelopment. These aspects are equally beneficial to both the teacherand the students involved. There is a strong connection betweencreativity learning, art, and generation of healthy ideas. Creativelearning among teachers helps them to guide their scholars to developand improve their knowledge on art perceptions. As a result, teachersare motivated, and their self-esteem is raised higher followingexcellent results from their students. Strategically, teachers haveexpressed their concerns on the essence of curriculums that includesart and creative lessons due to its impact on technical skills(Mishra et al. 2012).

Strategiesthat foster creativity in teaching and learning activities

Many researchers have discussedthat Emotional Connection can be well utilized to encouragecreativity. Pink, (2011) illustrates a scenario where a student comesfrom a society that experiences seasonal conflicts a teacher mayrequest the student to do research that provides the solution totheir situation. This kind of creative thinking enables the learnerto increase use her emotions to develop significant decisions thatshould be implemented to solve issues affecting a community. Humansare more motivated to solve problems if they creatively think on waysof improving their emotions through community-related issues(Shavanina, 2013).&nbsp

Teachershave been able to foster creativity thinking by using activeClassroom Environment. The learning environment plays a significantrole in cultivating creativity and confidence amongst learners. Topromote a healthy classroom climate, the trainers have theresponsibility to create such environments where each student’svoice matters equally. Additionally, substantial involvement with thelearners is the most professional way of pushing students to beconfidence in their creativity activities (Davidovitch &amp Milgram,2016).

Teacherscan adopt the following techniques to enhance classroom environments.First is to allow discussions at the end of abstract classes. Thisstimulates the learners to engage in social interactions followed bycreative critiques that trigger them to think more creatively toappease their peers. Secondly, teachers can make time for freeopportunities where the students can showcase their artwork and otherresearch findings on issues affecting their communities. Lastly,teachers can bring global innovators to motivate students to realizetheir hidden talents in creativity (Davidovitch &amp Milgram, 2016).

Convergentand divergent thinking can be promoted through class modelingtechniques. Using this learning theory, teachers utilizes differentmodels such as the establishment of direct connections betweenclasswork and their real live situations. Inspired innovation is alsoa student`s modeling methods that help the learner to extend theirtheory knowledge into the critical analysis (Shavanina, 2013).&nbsp

Activelearning sessions allow students to indulge themselves in creativeactivities such as gaming, concept development, and drawing. However,active learning can be introduced once the learners are comfortablewith their learning environments. Afterward, the trainers can createsocial and fruitful interactions amongst students to engage inproblem-solving. Teachers use this opportunity to formulate furthergroups to enable students to analyze interesting topics ontechnological developments. Also, the teachers can offer permissionsto scholars to create questions that may be pointed towardssuccessful innovators to motivate them to achieve desirablecreativity (Shavanina, 2013).&nbsp

Creative and critical thinking isuseful to the modern generation. The future generation stronglyrelies on today’s innovation and creative solutions. It is thussuitable for all teachers to instill adequate creativity knowledge toincrease social and technological sustainability. The classroom issuch an environment that fosters creative decision making among youngand active students who are willing to use the knowledge acquired tosolve issues affecting their immediate environments creatively(Starko, 2013).Additionally, teachers benefit a lot from creative curriculum devisedfor them by the ministry of education because it fosters interactivelearning and teaching that increases their self-confidence andself-esteem among their students. (Root-Bernstein &amp Bernstein,2012).&nbspFor learners to think critically, it is very crucial tomake them abolish social, cultural ties and family backgroundlinkages that hinder them from advancing their technological skills.


The cognitive theorist describescreativity as an artificial intelligence among learners who utilizestheir skills well to develop effective solutions out of theircreative skills. Creativity is greater than divergent thinkingbecause it requires both teachers and students to take many risks asa way of increasing creative thinking skills in their curriculum(Giroux &amp Schmidt, 2014).

Multiplebits of intelligence uses language, interpersonal relationships, andmusical skills to promote creativity. Creativity is not a functionthat must always be initiated by the learners because the societyalways has something to offer. Different stakeholders are responsiblefor ensuring adequate social intelligence is transferred from onegeneration to the other through social and problem-based learning.Lastly, Problem-based learning is relevant to many students who havetalents in social studies to creatively come up with possible resultsthat can help their elders to solve problems affecting theirenvironment as well as cultural conflicts that hinder social andeconomic development and growth.


Davidovitch, N., &amp Milgram,R. M. (2016). Creative thinking as a predictor of teachereffectiveness in higher education.&nbspCreativityResearch Journal,&nbsp18(3),385–390.

Giroux, H. A., &amp Schmidt, M.(2014). Closing the achievement gap: A metaphor for children leftbehind.&nbspJournal ofEducational Change,&nbsp5,213–228.

Henriksen, D. (2011).&nbspWeteach who we are: Creativity and trans-disciplinary thinking in thepractices of accomplished teachers.(Doctoral Dissertation). Retrieved from ProQuest Dissertations andTheses. (3489807).

Mishra, P., Koehler, M. J., &ampHenriksen, D. (2011). The seven trans-disciplinary habits of mind:Extending the TPACK framework towards 21st centurylearning.&nbspEducationalTechnology, 11(2),22–28.

Mishra, P., Henriksen, D., &ampThe Deep-Play Research Group (2012). Rethinking technology andcreativity in the 21st century: On being (in)disciplined.&nbspTechTrends,&nbsp56(6),18–21.

Pink, D. H. (2011).&nbspAwhole new mind. NewYork: Riverhead Books.

Root-Bernstein, R. S., &ampBernstein, M. (2012).&nbspSparksof genius: The thirteen thinking tools of the world`s most creativepeople. New York:Houghton Mifflin.

Root-Bernstein, R. S. (2013).&nbspTheart of innovation:Polymaths and the universality of the creative process. In L.

Shavanina (Ed.),(2013).&nbspInternationalhandbook of innovation,(pp. 267–278), Amsterdam: Elsevier.nature of creativity.&nbspCreativityResearch Journal, 18(1),87–98

Starko,A. J. (2013).&nbspCreativityin the classroom: Schools of curious delight.Routledge.