Volume 02 Issue 05-2022
5
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
05-09
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The main objective of this article aimed to provide more useful information about creativity skills that are among the
foremost sought after life and work skills within the 21st century as innovative thinking, problem-solving, or critical
thinking ability is that the critically preliminary ability of world citizens in diversified societies. Human resource
development in the past couple years, therefore, stresses the promotion of creative thinking ability, because the
"brain" will substitute "strength" within the knowledge economy period with fiercely international competition.
Creativeness will make someone move "sideways" to do different perceptions, various concepts, and points of entry.
They will use methods including provocations to solve the issues. Creativeness has much to try to with perception to
place forward different views. The various views don't seem to be derived each from the opposite but are
independently produced. During this sense, creativeness has got to do with exploration even as perception has got
to do with exploration.
KEYWORDS
Disciplines, competitive, obstacles, circumstances, creativity, creativeness, innovative thinking, diversified societies,
self-assessment, entails, original ideas, commercial, brainstorming, sophisticated.
INTRODUCTION
The world and society are advancing at a remarkable
place. We need to equip ourselves with the ability to
adapt to this trend, not to hold back. We can achieve
great success by facing challenges and responding to
them with a new way of thinking and self-confidence.
The ability to apply creative thinking in both a digital
Research Article
TEACHING CREATIVE THINKING SKILLS AND HABITS IN ENGLISH
CLASSROOM
Submission Date:
May 01, 2022,
Accepted Date:
May 10, 2022,
Published Date:
May 22, 2022
Crossref doi:
https://doi.org/10.37547/ijll/Volume02Issue05-02
Otamurodova Orzigul Musayevna
Teacher of the linguistic department, Karshi State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 05-2022
6
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
05-09
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
and non-digital environment has become a
characteristic of successful people. Nowadays
information technology is rapidly developed in the 21st
century, and innovative thinking, problem-solving, or
critical thinking ability is the critically preliminary ability
of world citizens in diversified societies.
What are the creative thinking, creativeness or
creativity? Creative thinking encourages students to
use a variety of approaches to solve problems, analyze
multiple viewpoints, adapt ideas, and arrive at new
solutions. Sometimes it is referred to as divergent
thinking. Strategies can be introduced using direct
instruction in creative problem solving models and
creative thinking processes. The processes are
generally considered to be fluency, flexibility,
originality, and elaboration.
Imagine a classroom in which creativity is welcomed. If
you are like many teachers, you may picture a wildly
colorful room, busy students, an enthusiastic and
perhaps teacher. According to Margaret Mead
“Children must be taught how to think, not what to
think”. If we analyse there is a countless meaning in
this sentence.
Why are we biased or prejudiced? Why is much of our
thought distorted, or partial? Do we know the quality
of the question and what we produce, or the quality of
our thinking? If it is too hard to answer these questions,
the reason might be that most of your thinking takes
little or no conscious effort; and you usually think
without thinking. However, thinking is a challenging
skill, and it requires a lot of effort and time. Basically,
thinking can be defined as an internal mental process,
which includes lower and higher level thinking skills like
integrating information, comprehending, evaluating,
analyzing, and synthesizing. Critical Thinking (CT), one
of the higher level thinking skills, can be defined as the
art of applying knowledge, analyzing, synthesizing,
and evaluating information which is gathered from
observations, experiences, and reflections. Thus, one
can become an independent, fair and open-minded,
active thinker, and be skeptical only when someone
uses Critical Thinking as a skill. It is much far beyond
simply knowing, recalling, or understanding facts; and
it requires effort, time, guidance, and practice.
Language classes are one of the best settings to
improve Critical Thinking skill because of the richness
of material and the interactive approaches used in
classes. Material should be used in language classes as
a key factor for promoting Critical Thinking particularly
since learners need to see complexities, associations,
meaningfulness, and the relationship between the
material being taught and the real world so that they
can talk and write about it. Approaches, methods, and
techniques on Critical Thinking should also be
highlighted in both designing and improving language
curriculum. Language teachers should take a direct
role to guide critical thinking, to encourage students to
go beyond surface meaning and to discover the deeper
meaning instead of merely using basic literacy skills. By
doing so, teachers can help students be aware of their
perceptions, assumptions, prejudices, and values; and
also help them break old habits to construct a new
point of view as they teach languages. Finally, this is
expected to lead students to take charge of their own
thinking, to expand their learning experience, and to
raise their self-awareness.
MATERIALS AND METHODS
Every activity requires preparation, procedure, and
sometimes variation to make the activity more
challenging. The most important step is giving clear
instruction by the teacher. Moreover, all teachers
should take into account level and number of the
students before doing activity and know which skills
can be improved. If activity time is too long, of course
Volume 02 Issue 05-2022
7
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
05-09
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
students get bored. In preparation process teacher
should tell how activity can be done and think about
class position. If the activity is based on information
supplied by the students, it is more interesting then
other. Teacher should give a chance to get a lot of
practise by asking and answering questions to find out
what the truth is.
Our stereotypes of teaching for creativity sometimes
lean toward Robin Williams' costumed character
leaping across desks in the movie Dead Poets Society
(or perhaps something out of Hogwarts). I strongly
believe there are at least three things we can do as
teachers to help create a classroom in which creativity
can flourish; teach the skills and attitudes of creativity,
teach the creative methods of the disciplines, and
develop a problem-friendly classroom. Teaching the
skills and attitudes of creativity entails teaching
students explicitly about creativity. It includes teaching
about the lives of creative individuals, the nature of the
creative process, and strategies that can be used to
generate creative ideas. This article focuses on
teaching the skills and attitudes of creativity with
different activities in the classroom. Teaching the
creative methods of the disciplines requires teaching
students how individuals are creative in the disciplines
they study. In science, for example, this type of
teaching entails learning the processes of scientific
investigation, in addition to the concepts and
generalizations resulting from such investigations in
the past. This is more complex than teaching the five
steps of the scientific method, although that is a place
to start. Real science rarely progresses in such neat and
predictable steps. Learning how creative scientists
operate entails learning the kinds of questions
scientists ask and the methods they use to investigate
them. It examines the obstacles that can impede
progress, the circuitous paths that can lead to success,
and the skills necessary to conduct investigations.
Parallel kinds of knowledge can be examined for any
field in which creativity emerges. Developing a
problem-friendly classroom entails creating a
classroom atmosphere in which seeking and solving
problems is welcomed. In brief, a problem-friendly
classroom provides experiences with choice, provides
informational feedback in assessment, encourages
self-assessment, uses rewards thoughtfully, teaches
both cooperation and independence, encourages
questioning and experimentation, and addresses
appropriate stages of talent development. Tools for
Creative Thinking Many techniques, sometimes called
"Tools for creative thinking", have been designed to
assist individuals in generating original ideas. A number
of these strategies originated in business, where new
ideas are essential for developing products and
maintaining a competitive edge. Some techniques
have been used in schools in an effort to help students
become more creative. There is evidence that many of
the strategies described can be effective in assisting
both children and adults in producing novel,
appropriate ideas. Exactly why or under what
circumstances they work is not always clear. Possibly
some of the techniques mimic or stimulate the
cognitive processes that underlie creativity. Possibly
use of the techniques develops attitudes or habits of
mind that facilitate creativity: independence in
judgment, willingness to explore multiple options, and
persistence beyond the first idea. In any case,
familiarity with techniques designed to enhance
creative thinking gives individuals a set of tools to use
in their exploratory behavior. Instead of sitting and
waiting for the muse to strike, students can use
deliberate strategies to channel their thoughts in new
directions. Having tools, however, is not always
sufficient. As Mr. Brown discovered, practice with
creative thinking skills does not automatically result in
the transfer of such skills to other circumstances.
Students must be taught how to use them, when to
Volume 02 Issue 05-2022
8
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
05-09
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
use them, and under what circumstances they might
be useful. Using techniques in diverse circumstances
and discussing their application elsewhere can
enhance the possibility that they will be seen not as
Friday afternoon diversions, but as valuable
approaches to life's dilemmas. In addition, time spent
in activities that specifically teach creative thinking
skills and attitudes sends a valuable message to
students: "Creativity is valued here. It is so important
that we will spend precious time and energy to help
you be more creative." Such messages are an
important aspect of the problem-friendly classroom.
Students who have spent less time learning to question
and explore seem much more likely to believe that
these activities will be accepted and appreciated if they
initiate them later.
RESULT AND DISCUSSION
There are some techniques designed to help generate
new ideas. It describes how they work and how they
might be used with students. It also offers suggestions
for helping children transfer the techniques from
classroom exercises to real-life habits of mind. First, I
consider the Robert and Michelle Root-Bernstein's
(1999) list of "thinking tools" for developing creative
thinking. Next, I explore possible strategies for
teaching the concept of problem finding. There are
four major sections such as divergent-thinking
strategies, use of metaphors and analogies, imagery
and creative dramatics, and commercial and
competitive programs. As you read, consider which
strategies fit most smoothly with the content you
teach and the developmental level of your students.
Although many techniques, such as brainstorming, can
be used at almost any level, others, such as some of the
more sophisticated uses of metaphor, are best
students with more highly developed abstract thinking
abilities. Only you can determine which ideas are best
for your students, how they can be adapted, and which
areas of the students' lives may provide the best
opportunities for transfer. Sparks of Genius The Root-
Bernsteins (1999) that to improve education, we need
to redefine thinking. If we want to experience
intellectual feasts, we must consider the tools used by
the master chefs who have "learned to mix, blend and
savor an entire range of mental ingredients".
In conclusion, from this article, we could conclude that
creativity skills are among the foremost sought after
life and work skills within the 21st century as an
innovative way of approaching and analyzing ideas,
problem-solving, or critical thinking, and this skill could
be developed and improved using various techniques
and practices.
REFERENCES
1.
Allender, J. S. (1969). A study of inquiry activity in
elementary school children. American Education
Research Journal, 6.
2.
Amabile, T. M. (1982a). Children’s artistic
creativity: Detrimental eff ects of competition in a
fi eld setting. Personality and Social Psychology
Bulletin, 573–578.
3.
Amabile, T. M. (2001). Beyond talent: John Irving
and the passionate craft of creativity. American
Psychologist, 56(4),
4.
Boden, M.A (1992). Understanding creativity.
Journal of Creative Behavior.
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Barron, F., & Harrington, D. M. (1981). Creativity,
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6.
Creativity and Learning Outcome Eurasia Journal
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Mathematics,
Science
&
Technology.
Education, 2016.
7.
De Bono, E. (1993). Serious Creativity: Using the
Power of Internal Thinking to Create New Ideas.
New York: Harper Collins.
Volume 02 Issue 05-2022
9
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
05-09
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
8.
Doyle A. (2019). Creative Thinking Definition, Skills,
and
Examples.
54.https://www.thebalancecareers.com/creative-
thinking-definition-with-examples-2063744.
9.
Kember, D., & Leung, D. Y. P. (2009). Development
of a questionnaire for assessing students’
perceptions of the teaching and learning
environment and its use in quality assurance.
Learning Environments Research.
10.
Contributors:
Julie
Holaway,
Assessment
Specialist and ESL instructor and Cristiane Tinoco,
and Belco Horizonte. 2019
11.
TheMonsterBookOLTA@gmail.com
,
www.americanenglish.state.gov
12.
Rhodes, M. (1961). An analysis of creativity. The
Phi Delta Kappan, 42(7), 305-310.
