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Part A
Title: Applying Creative Thinking and Problem Solving to Classroom
1.0 Definition of Creative thinking and Problem Solving
Creativity to me is new perspective of things, something really different and unexpected.
An out of the box idea, out of the ordinary, new angle of things, creativity is nothing without
inspiration, nothing without art. Creative thinking capability is just about self-confidence and
attitude. Creativity is frequently less ordered, predictable and structured.
Creativity is everywhere; we wouldn't be where we are now. It makes us discover things,
makes us ask things, design all sorts of things, lacing creativity and logic together, its the reason
why we people make new things, new shows, new electronic products, new movies, new food
recipes, creativity makes it all happen, if we let it, and if we do something about it
In other word creative thinking is the ability to think about something in novel and
unusual ways and come up with unique solutions to problems. Solutions are often new ideas, and
new ideas, being strange, are usually greeted with laughter, contempt, or both. Ridicule should
be viewed as a badge of real innovative thinking. Example:
Ordinary Person: "Why are you going this way? It's longer."
Creative Person: "Because I like the drive."
Ordinary Person: "Did anyone ever tell you you're strange?"
Creative thinkers are considering rejecting standardized formats for problem solving,
have a future orientation and self-confidence and trust in their own judgment.
The process of finding a suitable answer to a question, or a specific solution to a problem
is problem solving. Problem-solving is a mental process that involves discovering, analyzing and
solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a
solution that best resolves the issue. The best strategy for solving a problem depends largely on
the unique situation. In some cases, people are better off learning everything they can about the
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issue and then using factual knowledge to come up with a solution. In other instances, creativity
and insight are the best options.
2.0 Important Findings of the Study
Constructs emerging from this study indicate the importance of fostering a learning
environment that promotes creative thinking and problem solving. Several significant factors
emerged from this studys interviews and classroom observations of students and teachers that
contributed to a greater understanding of learner, teacher, and the sphere of creative thinking.
These factors include: climate, teacher personality (character traits), teacher attitude (toward
subject and teaching), classroom management, teacher knowledge, teacher-student interactions,
and student attitudes.
Constructions that emerged from this study show that there is no ultimate method to use
in teaching, nor is there an ultimate way to foster a classroom learning climate that promotes
creative thinking. Because these teachers differed in personality, in style of teaching, and in the
climate they created, they shared common, valuable qualities. Some teachers appeared to be
more analytical, logical, and systematic; some appeared to show greater encouragement for
exploration and discovery. Some had the combination of both. Most students showed great
interest in learning by creative instruction methods and by analytical instruction, as well.
This study showed us many of these students seemed to learn better and think more
critically and more creatively in a comfortable and conducive environment. Some teachers used
many approaches not only to motivate students in their thinking, but also to produce interest and
excitement. Frequently they constructed debate, discussions, and role playing scenarios to
accomplish such goals. They used brainstorming activities and synectics, exercises to relate
problems and ideas that seem difficult.
Some of the teachers encouraged students to create the connections on their own and
others created the connections for them. As controversial debates emerged from opposing
student views, these teachers showed respect for each individuals opinions. These teachers also
provided guidance and direction to students; they critically, constructively, and creatively
monitored and coached questions, activities, and exercises. The teachers ability to manage
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conflicts and minimize disruptions, to design classroom physical set-up, and to create innovative
classroom activities were important to smoothly managed classroom environments.
The teacher used their uniquely individual approaches to stimulate curiosity and interest
in students; they told jokes, used humor, used individualized stories, used previous and current
events, and used metaphoric analogy. They not only aroused such interest, but also helped
students expand their insights and depth of knowledge. Answering students questions with
other problematic questions, teachers created semi-structured and open-ended environments to
enhance student thinking and decision making skills. These teachers inspired students by their
positive attitude and their strong passion for what they do. This attitude not only encouraged
students to learn, but also helped to create a positive climate that promoted learning enjoyment.
Some well-structured teaching methods were lecture based; other teachers preferred a looser
style of instruction. They conducted various activities centered on the learner through class
discussion, group discussion, game and brainstorming.
Create a student-centered environment; learn together. Involve students in all processes
of learning; guide them through difficult challenges of problem solving. Inspire effectual group
discussions review and expand students knowledge of learned materials, issues, and topics. Try
to present open-ended, obscure questions for which there are no clearly right or wrong answers.
Ask students to find discretionary explanations and solutions to solve problems. Help students to
progress gradually from being memorization-dependent to become independent thinkers and
problem solvers.
3.0 The Relevance of the Findings with Own Learning Environment.
Teachers should play an important role in developing students' problem solving
dispositions. In doing so, they must choose problems that engage students to this end (Haftu,
2008). They need to create an environment that encourages students to explore, take risk, share
failure and successes, and question one another .In such supportive environments students
develop the confidence that helps them to explore problems and the ability to make adjustments
in their problem solving strategies (NCTM, 2004).
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One strategy to develop problem-solving skill is to provide open-ended problems. In
open-ended problem solving, a problem will have multiple possible answers that can be derived
by multiple solution and methods. As a result, the focus should not be on the answer to the
problem, rather on the methods for arriving at an answer. In this regard, the role of the teacher is
crucial. Several studies have pointed out that teachers beliefs about the importance and the skills
of implementing problem solving teaching approaches have significant effect on students
achievement and problem solving behavior (Polya, 1995 and Thompson, 1992). Similarly, the
studies made by Higgeins (1983) and Haftu (2008) have revealed that there exists high
relationship between teachers beliefs towards problem solving teaching methods and their actual
classroom practices and thereby students achievement
To foster problem solving abilities of students the tasks should be within the scope of
students ability to solve problem but difficult and challenging to them .To enhance problem
solving skill, teachers should connect to students, interest and to their real world of problems. In
doing so, problem should be engaging, interesting and intrinsically motivate students (McIntosh,
2000). However, that less emphasis was given in considering students past experience and
relating the lesson to their real world.
The result may be due to many factors. One of the factors may be teachers beliefs
towards the importance of applying problem based teaching maths. To this point, Thompson
(1992) stated that teachers practice of problem solving is influenced by their professed beliefs.
In the same Vein, Raymond (1997) portrayed that reported classroom practices appear to be
influenced by beliefs and opportunities that occur within the school context.
I personally believe indicated that the major cause of the insufficient use of problem
solving approach to teaching in the classroom is due to either teachers lack of awareness or lack
of dedication. Instead, they have been observed while teaching with the assumption to cover the
contents in text materials.
The proper selection of classroom activities can create a positive classroom climate in
which values can be shared and challenged, expectations revealed and discussed, and students
can have the opportunity to take leadership roles in the class. In this type of classroom setting,
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students are more apt to take risks and share their creative ideas. In supporting creativity through
classroom activities, teachers need to address common misconceptions about creativity and teach
creative processes and methods of enhancing students creative expression.
Just as Puccio and Murdock (2001) maintained that creative thinking can be taught and
enhanced through such methods as Creative Problem Solving, this present study, too, claims
that creative thinking can be fostered through CPS. The study also discussed reasons creative
thinking must be fostered and argued that the best way to teach creative thinking in the
classroom is CPS.
4.0 Aspects of the Study That Are Worth Applying In My Own Context
Implementing Creative Problem Solving (CPS) tools within my classroom has had a
positive effect on both me and my students. I have taken from my reflection after taught a topic
with using CPS tools.
Utilizing CPS tools has improved my students participation and interest in the challenge
statement. During brainstorming; all of my students are willing to share their ideas without
hesitation. During my observations I have taken notice that the uses of CPS tools have impacted
my students ways to dealing with ideas. All of my students love to share their ideas and their
thoughts. They are excited and enjoy sharing crazy ideas. All of my students feel free to share
their ideas even if they are unusual ones. They are comfortable enough to tell me their ideas
whether it be writing me a letter or sharing them out loud in class.
Through my documentation I have noted that using CPS tools within my classroom has
changed my students attitudes toward problem-solving. Through all of my CPS sessions, I have
noted a positive impact. They are learning that there can be more than one answer to a problem.
They have learned the power behind divergent thinking and to work together as a team. They are
aware to state problems with challenge statements such as how to?
I have observed students to be more cooperative with each other. For example, I have
observed students building on each others ideas and asking one another for help when they
needed calcification. Students have found good recourses in each other and will ask others for
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ideas or help. They are willing to share their ideas out loud and build on each others ideas. They
have been more willing to share their feelings, thoughts, and ideas with me.
I have observed the positive effects that CPS tools have had on my students. I have noted
through my log that my students are more at-ease and confident to share their ideas. Now
students will tell me how they feel without hesitating. If they are unable to share out loud in
class, they write their feelings down on paper and put it on my desk to read. My students are
more relaxed and comfortable to share their ideas. My students motivation has increased due to
the use of CPS tools within the classroom. The more the students use their divergent thinking,
the level of motivation of my students increase. Because CPS allows opportunities for students to
share their ideas, students are motivated to put in greater effort.
From my observations I have saw that students showed an increase in confidence. Giving
my students opportunities to share their ideas by CPS tools has overall increased their
confidence. The shy children in my classroom have broken out of their shell and are eager to
share their ideas. My students are more confident in expressing themselves. If an idea comes to
them but they are not able to share right away in class, many of my students write it down and
put it on my desk.
Utilizing CPS tools in the classroom has had a positive effect on my students thinking.
This category does not have any topic theme because the items belonging here are too
independent. I am so impressed with my students ability to brainstorm. They never needed me
to stop and ask them not to judge their ideas and just to go with it. A more creative and fun
environment allows them to be more expressive in their thinking. They are willing to think
outside of the box. Over the course of this project, I have observed the positive impact CPS
tools have on the classroom climate.
Using CPS tools have helped developed an environment in which students feel safe. My
students fear of sharing their feelings, thoughts, and ideas has decreased. My students trust their
peers enough to willingly share their ideas. I have observed a change in the classroom climate of
my class. A more positive and relaxed atmosphere is the most noticeable result. Students are now
more comfortable with sharing any of their feelings and ideas with me.
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5.0 Conclusions
In essence, I have been given the opportunity to encourage creativity within my
classroom and I have been able to develop a deep relationship with every one of my students. I
have experienced the positive effects of CPS tools in the classroom. I have learned that bringing
creativity in the classroom allows students to be excited about learning and gives them the
opportunity to take ownership in the learning. As far as being a leader of change, I have learned
the importance of relationships. I have learned that the deeper relationships I have with my
students, the stronger the potential for leadership. I also have learned the value of my intuition.
Leadership requires more than just a command of data. I have learned that leaders seek to
recognize intangibles such as energy in the classroom, timing, and momentum. When I would
recognize that my students were unenthusiastic, I would immediately do a joke of the day or a
quick magic trick to increase their motivation and energy level. I have learned that the teacher is
the number one person who has the power to influence his or her students to want to participate.
I look forward to continue to influence my students in such a profound way that they will desire
to participate.
With this Masters assignment I have been exposed to the positive effects of bringing
creativity within the classroom. As an educator and creative learner, I will continue to revise and
improve my pedagogy. In the future, I will continue to reflect and document the rich experiences
that my students encounter in my classroom. Continuing to reflect and ask what I can do
differently as well as what is holding me back will help me improve as an educator. I have
learned through this project that as humans, we naturally have internal constraints or restrictions
that limit us from reaching our fullest creative potential. Just like an onion that has many layers,
my students have many coatings to them. Peeling back each layer to discover their individuality
is creativity. I will forever continue to self-analyze my habits, behavior, in order to improve. I am
on the road to change and look forward to forever positively impact the lives of children and
unleashing their creativity.


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REFERENCES
Haflu H. (2008). Teachers problem solving conception and class room practice. un published M.
Ed.Thesis. Bahir Dar University. Bahir Dar.

Hamza, M. (2000). Yes you can foster creativity and problem solving in your classroom. Kappa
Delta PiRecord 37(1) 33-35.

Higgeins, K.M. (1983). An investigation of the effects and students attitudes, beliefs, and
abilities in problem solving in mathematics after one year of a systematic Approach in the
learning of problem solving.

Mcintosh, R. (2000). Teaching mathematical problem solving: Implementing the vision. Journal
of mathematics and science education center

National Council of Teacher of Mathematics (2004). Standards for school mathematics: problem
solving Reston, VA: Author
Polya, G. (1995). How to solve it: A new pert of mathematics method.Stanford University.
Principle Hallof India privet Ltd. New Delhi
Puccio, G. (1990). Person-environment fit: Using Kirtons adaptor innovator theory to determine
the effect of stylistic fit upon stress. Job satisfaction and creative performance.
Unpublished doctoral thesis, University of Manchester Institute of Science and
Technology, Manchester, UK.

Raymond, A. (1997). Inconsistency between beginning elementary school teachers mathematics
beliefs and teaching practice. Journal for research in mathematics education,28 (5), 550-76

Thompson, A. (1992). Teachers belief and conceptions: Handbook of research on mathematics
teaching and learning (pp 334-370). NewYork; Macmillan Publishing. Co.