“How we discourage creativity” The creative spirit Essay Example for Free

How we discourage creative thinking The creative spirit EssayEvaluation is the polarization of the accepters work by a p finesseicular set of criteria introduced by the teacher (Goleman, 1992). This can be as simple as commenting on what type of art work is good and what type is ugly to an early savant. While the learners work would have to be evaluated sooner or later, doing so excessively soon might constrict the learners ideas of what is good and acceptable as well as what is bad and ugly on as narrow d confess a perception as that provided by the teacher. While this does train the learner to do as told, and conform to generally acceptable measures, it is insensitive to the idea of mixed bag and freedom of action. When kids are made to worry too much about whether theyre doing things right or not, they become too afraid to try modernistic things that might not be right in their teachers eyes. Rewards are positive motivations given to learners in either tangible or intang ible means (Goleman, 1992). These can be tangible rewards such as candies or toys or intangible ones such as praises.Giving rewards motivates the learner to continue doing any(prenominal) tasks in the same manner as in order to continue getting rewards. The problem is that excessive use of rewards would take away the simple blessedness of the activity from the child. The child will not wish to experiment with the activity and be more creative since the objective becomes doing exactly as the teacher says in order to receive the rewards. Furthermore, if the learner simply looks forward to the rewards, no attention will be paid on the value of the activity itself which supposed to discipline lessons that should remain even after the rewards are gone.Competition is placing two or more learners in a situation where some of them could win while others would sustain (Goleman, 1992). This makes children step up to the challenge by motivating them with the prospect of outdoing one another . This could train students to answer the teachers questions faster if only the first someone to answer could win a prize. However, holding competitions as part of learning activities is insensitive to the fact that children learn differently and should be allowed to learn at their own pace.Instead of forcing every learner into a competition where they would have to play by the teachers rules, the teacher should find out how each of the learners learn best and provide a proper atmosphere for each to develop creatively in their own time. Restricting choices is limiting the possible activities that a learner could do in order to explore a particular subject matter (Golema, 1992). This could be as simple as disallowing a student from victimisation certain colors when drawing a picture.It is the learners oddment that leads him or her to enjoying activities and learning from them. Limiting the choices that a learner can make limits the places where curiosity could go, thereby limiting creative learning in general. While it is true that this gives focus to the learner, it takes away the possibility of exploring avenues that could also be enriching experiences. Reference Goleman, K. (1992). How we discourage creativity The creative spirit. Vol. 3 No. 2 pp. 61-62.