Effective Use of Creative Teaching Strategies

 

The effective use of creative teaching strategies in Education for well-organized and motivated classroom Environment

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Abstract- The education system has been incorporating new education ideas and flows keeping in view the time and modernity. From this point of view, student-centered curriculum and study-teaching process have been effectively developed in the modern education system. The role of teachers is very important especially for the overall development of the students. Students are the cornerstone of our national development. Therefore, in today's modern age, the use and development of new creative teaching methods and policies in the education system is very essential for the holistic development of the students, the approach of efficiency, and the development of excellent skills. Education is a complex, multi-faceted activity. Often we, as teachers, need to flexibly perform many tasks and goals simultaneously. The policies and teaching methods shown in the research paper presented can make the teaching and learning process more effective. These diverse teaching policies help students in creating qualified teaching plans to revise the content and policies for the entire study. This new paper contains some new creative learning policies and study activities Intends to concentrate on supplying that in the overall development, educational development and other educational activities of students, teachers can use them.

Keywords- School Environment, Demonstrative Activities, Motivational Activities, Learning Activities, Diversity of Students, Observation, Critical Thinking

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 Introduction - In the process of learning every student different from others. Basically, learning process is very vast and complicated. Teachers have very active and motivated personality to affect learning of students. In this process teachers have to use regularly various creative and innovative teaching strategies for teaching. Success of teaching is always depending of student's positive learning.

Many times, Students do not have sufficient background and experience to achieve great achievement in the study especially so they can be confused and make wrong conclusions or develop important skills. It is the responsibility of the teacher to find out the weaknesses of the students and to plan and implement special study activities to reduce them. However, this is not easy for teachers because they have to pay attention to all the other students too."1 Nevertheless, with special efforts, teachers can explain to students the need to identify and communicate clearly enough knowledge and skills, so that students can see particular thinking in action or process and apply it themselves.

 Creative Teaching Strategies

1. Using Motivational Activities in Teaching - As renowned academic Bruner says of inspiration, "Teaching is a fascinating art of intellectual seduction". If this promise is implemented, all other theories will also contribute to motivation by providing an effective and engaging instructional process. From the point of view of the study, at times the teacher should establish the motivation of the students or create a living situation by special action or an example before teaching. Motivation depends on the personality of the teacher and his ability to develop good relationships with the student. Understanding the student's current attitude, interests and experience, and preparing the study are the responsibility of the teacher in a way and it is the natural use of motivation."

2. Teachers gain relevant knowledge about students and use that knowledge to utilize curriculum and classroom teaching - When we teach, do not only teach content, but teach all the perspectives associated with it. The characteristics of different types of students can affect their studies. For example, students' cultural and generational backgrounds also influence their way of thinking and their view of the world. Due to the disciplinary background, students face problems in various ways; and students' prior knowledge (both right and wrong) shape the way they learn.

3. Conduct study activities and demonstration-based activities in teaching - As teaching is given more and more importance by teaching in the education system, good teachers should put a lot of faith in the activity. The teacher should strive to provide direct study experience related to the subject so that the student can focus more on the study. Following are its various subcomponents which will help to make this idea clearer.

i) Activity base learning Structure (Model) - Design of activities that specifically deliver the objectives of the study in an effective way. Specifically, the means through which the activities of the study are distributed becomes digital (the production of serious games, simulations and creative tools is not trivial). At the moment, this process is largely done (usually not very well) by first-grade classroom teachers."

ii) Distribution of learning activities - Once the study activity is designed, the activity needs to be delivered immediately. In the non-digital physical world, the distribution of study activity can be summarized by the term "convenience". Distribution in the digital world can be largely automated. In direct practice, a good teaching process represents a blend of both non-digital and digital such activities.

iii) Selection and indexing of learning Activities - The selection of study activities is an important role of the teacher and it needs to be guided by several sub-rules or sub-principles. At the same time, all these study activities should be taught in a specific order according to the syllabus.

iv) Analysis of structure of learning objectives - Separating the top-level objectives into smaller prerequisite steps requires the teaching process, which guides the student through the study in a logical sequence. E.g. If you want to teach a long division, you need to make sure that the student is skilled at addition and subtraction first. The curriculum structure requires this analysis by the facilitator. In this analysis it is not necessary that the mentor be the one who delivers the teaching activities in the classroom while teaching. Both the curriculum maker and the teacher can be different individuals.

v) Reaction to the student's ideological status - The student's ideological status and nature of response are often flowing under favorable study. Not only is the teacher required at the beginning of the syllabus to select the study activities which are appropriate for his students, but the teacher is also constantly required to keep in mind the extent of study achieved by the students in each phase of the course Activities are required.

vi) Repetition and observation - Study activities should be repeated regularly for the first time to ensure that the study is kept not only short-term but in long-term memory so that it is not forgotten. As students gain proficiency in study, the intervals of observation and repetition increase. For this, the teacher should have a sure plan.

vii) Diversity - Formal systems have the ability to learn the various elements in essence. An abstract theory that is studied only in abstract terms is never really understood, because the essence of abstraction has the potential to apply it to a range of different fixed and neutral contexts. Importantly, the teacher selects activities that describe the same theory in a range of different contexts, so the student can practice the ability to identify and apply the theory in unfamiliar contexts.

viii) Continuous increase in the difficulty level of the problems - the possibility of failure can be reduced by sequential activities, so that the difficulty level of the problems increases in lesser proof. This maximizes the chances of success in each step. As the level of difficulty increases in the teaching, the understanding of the students and the ability to solve those problems also increases. Due to this, different approaches to study are developed in the students. There are several ways that can make activities more difficult:

• In the context of observable problems, the steps of the proceedings should be extended i.e. that will prolong the process.

• By creating more "open ended" activities.

• Introducing an old topic from unexpected times (such as specific events, examples, stories, references).

• In the deeper context of an abstract theory (such as the use of unfamiliar language)."7

4. Three major components are important in the teaching of teachers: study an objective, teaching activities and assessment - Ensuring study-activities save time and is a better structure. The greater effectiveness of the teaching and the study of the students increase when, (a) the teachers clarify the objectives of the study (the knowledge and skills that we expect the students to demonstrate by the end of the course); (B) the teaching activities (eg, case studies, labs, discussions, readings) assist the study objectives by providing a targeted teaching process; And (c) assessment (eg, tests,exams, Q&A, problem groups, discussions, demonstrations). This provides students with the opportunity to demonstrate and practice the knowledge and skills expressed in the objectives, and target response for teachers. This can guide further study process.

5. To encourage the exemplary ability of students, teaching should be encouraged - students imitate each other. The kind of imitation that will be beneficial will depend on the extent to which the peer culture is creative. The criteria on which a teacher is likely to be accepted as an ideal will depend mainly on his personality. This is important for teachers who are proficient in their subject and if they are not, then they should work hard to become proficient. Teachers can encourage one another in this regard. As a role model, the desire of the students to appear favourable to their teachers may be influenced by the general culture of the school. Where study is not respected, it can be almost impossible for teachers to be enthusiastic and enthusiastic about their subject while being a potential role model. The following are some of the rules that can help promote beneficial imitation.

 Promoting a peer culture in which learning is important.

 Appointment of charismatic and effective teachers in senior positions.

 Working with senior teachers, promoting group teaching in which senior teachers can assist junior teachers.

 Developing good relationships with students.

 Good discipline where the competitor, negative peer ideal personality has challenged.

 Personalization of study and effective use of praise."8

6. Teacher’s expectations about the objectives of the learning among the teachers - There is a lot of variation in what is expected of the students in the classroom and even within a given discipline. For example, courses can vary greatly as permissible collaboration in one course may be considered a fraud in another. Clarifying the teacher's study objectives gives students a clear direction to target and enables them to monitor their progress in the teaching-learning process. Similarly, being clear about curriculum policies in the curriculum and in the classroom allows the teacher to resolve differences quickly and may reduce conflicts and tensions.

7. Teachers develop critical mind and creative skills of students - Criticism should be constructive and it is an important part of teacher's teaching. Get involved in activities. Students should learn to accept criticism in the creative sense.

The components of criticism are: (a) evaluation (b) improvement (c) relevant repetition of performance (d) goal setting. Essential specialist assessment at the highest level will be beyond the capabilities of the computer and therefore it will be one of the primary tasks of the subject matter expert. Providing instantaneous evaluation and feedback at lower levels (such as regular marking of common problems) are tasks by which computer systems are well adapted.

8. Prioritizing teacher’s knowledge and skills - Many topics are against students' study interests, so it is necessary for the teacher to decide what kind of topics to include and what types of topics to include in the curriculum structure. Don't do it actually making this decision becomes a very difficult task for the teacher. This includes (a) identifying the parameters of the syllabus, such as the size of the class, the background and experience of the students, the position of the text in the course sequence, the number of course units. (B) Setting priorities for the students to study and (a) setting a set of objectives that can be fulfilled as appropriate.

9. Identifying and improving students' weaknesses by teachers - Students do not have sufficient background and experience to achieve great achievement in the study especially so they can be confused and make wrong conclusions or develop important skills. It is the responsibility of the teacher to find out the weaknesses of the students and to plan and implement special study activities to reduce them. However, this is not easy for teachers because they have to pay attention to all the other students too. Nevertheless, with special efforts, teachers can explain to students the need to identify and communicate clearly enough knowledge and skills, so that students can see particular thinking in action or process and apply it themselves.

10. Teachers performance in the school environment - Writing and speaking on the pane while teaching can be a negative display. It puts the student in a passive role, and it often makes the student sluggish. This method is relatively easy to teach. If teaching is done well, it can be motivating for students. Good teaching gives the teacher the opportunity to establish his or her presence and personality. The teacher's effective performance can summarize important facts, principles and study objectives. Good performance requires good subject matter knowledge, good preparation and often good performance skills with good support. It is simple to do but difficult to do well. It is not necessary that the exhibition is fully managed by the class teacher. This management can also be done by a third party. Video online especially for classroom teaching can be accessed anytime, anywhere and is likely to be of much higher quality than normal classroom teaching."

11. Adopt appropriate teaching roles to achieve the learning objectives of the teachers - Teachers can play a variety of roles (eg, synthesizer, moderator, challenger and commentator). These roles should be selected for the fulfilment of the study objectives and in support of the teaching activities. For example, if the purpose is to ensure that 'being able to analyze arguments from a subject matter or written text' is so, then the teacher's role in structured and planning, guiding and liberalizing the discussion can be constructive. Similarly, if the purpose is to 'help students to choose their position or creative choices' then it can be challenged by the teacher's role to explain their decision and to consider alternative approaches.

 References

1. Moreno, R., & Valdez, A. (2005). Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback. Educational Technology Research and Development.

2. Roediger, H. L. III., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Psychological Science.

3. www.psyc.memphis.edu/learning

4. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn (expanded ed.). Washington, D.C.: National Academy Press.

5. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist.

6. Azevedo, R., & Cromley, J.G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia. Journal of Educational Psychology.

7. Metcalfe, J., & Kornell, N. (2005). A region or proximal of learning model of study time allocation. Journal of Memory and Language.

8. Craig, S. D., Sullins, J., Witherspoon, A., & Gholson, B. (2006). The deep-level reasoning effect: The role of dialogue and deep-level-reasoning questions during vicarious learning. Cognition and Instruction.

9. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist.

10. Van Merrienboer, J., Jeroen, J. G., Kester, L., & Pass, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology.