Learning Disability

TRIAL  AND ERROR LEARNING

INSIGHT LEARNING

SKILL OF REINFORCEMENT

Reinforcement is a term used in psychology. It is the technique used for influencing the behavior of individuals in the desired direction. This is based on the principle namely an individual tends to repeat the pleasant experiences and avoid the un pleasant ones. So reinforcement is an essential condition of learning.

There are two types of reinforcement.

1.     Positive reinforcement

     2. Negative reinforcement   

The skill of reinforcement may be defined as the art of learning the judicious and effective use of reinforces by a teacher for influencing the pupil’s behavior in the desired direction directed towards maximum pupil’s participation for realizing the better results in the teaching learning process. 

Skill components :

Desirable behaviour

1. Positive verbal reinforcement

Here the teacher gives positive reinforcement through various verbal expressions such as good, very good, excellent, fantastic, marvelous, splendid, right, yes, fine, go ahead, continue etc.,

2. Positive non verbal reinforcement

This type occurs when a teacher being  wants to reinforce a pupil  response. Teacher can use certain non verbal expressions like nodding of head up and down, smiling, moving towards the responding pupil, keeping eyes on the pupil etc., indicating that attention is being paid to the pupils words or any other non verbal action indicating pleasure at the pupils behavior.

3. Extra cues

In this component the teacher gives some catching word to make the students know about something.

4.Repeating and rephrasing

To encourage the pupils participation in the class the teacher asks the students to repeat or rephrase the answers.

5.Writing the pupil’s answers on the blackboard

Teacher should write the pupil’s answers on the blackboard to provide encouragement.

The above components are desirable ones. The frequency of their use is to be increased. These are generally used for correct and appropriate answers.

Undesirable behaviour

1. Negative verbal reinforcement

These are generally used for incorrect and inappropriate answers. Discouraging experiences such as wrong, incorrect, stop it, you don’t know even this etc. are  negative verbal reinforcement.

2. Negative non verbal reinforcement

Some times the teacher may use of non verbal expression to indicate the disapproval of a pupil’s inappropriate behavior or incorrect response to her / his questions. These reinforces may be frowning, raising the eye brows, tapping foot impatiently etc.

 The use of the above two components are to be avoided as for as possible.

Episode

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 Teacher : Good  morning students.

Pupil : Good morning madam.

Teacher : Stephen William Hawking is a great cosmologist and physicist. He was   born on 8 th January 1942 at oxford in England.

Who is Stephen William ?

Pupil : Stephen William is a great cosmologist and physicist.  

Teacher : Good. (PVR)  (WPAB) Where was he born?

Pupil :  He was in born in England.

Teacher :Very Good. (PVR)  When was he born?

Pupil : He was   born on 8 th January 1942.

Teacher : (nodding her  head up and down ) (PNVR)  (WPAB).In Which field he did his research?

Pupil : He did his research in chemistry.

Teacher : No. (NVR) (nodding her  head side ways ) (NNVR) Sit down. Do you know the answer?

Pupil : Yes madam. He did his research in COSMOLOGY.

Teacher : Excellent. (PVR) He is also interested in Physics.

Pupil :-------------------------------------------------------

Teacher :Thank you students.

Pupil : Thank you madam.

CODING SHEET

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S.NO	COMPONENTS		TALLIES														TOTAL
			1	2	3	4	5	6	7	8	9	10	11	12	13	14
1 2 3 4 5	DESIRABLE	PVR EC R&R PNVR WPAOB	///	/	/							/				/
1 2	UNDESIRABLE	NVR NNVR	/

S.NO	COMPONENTS		TALLIES														TOTAL
			1	2	3	4	5	6	7	8	9	10	11	12	13	14
1 2 3 4 5	DESIRABLE	PVR EC R&R PNVR WPAOB	///	/	/							/				/
1 2	UNDESIRABLE	NVR NNVR	/

                       GIFTED CHILDREN OR TALENTED CHILDREN

The term ‘gifted and talented’ are use interchangeably.

The giftedness refers to mental ability of a child.

Meaning and definitions of Gifted children

       The term ‘giftedness’ has been defined by the psychologists in various ways. They have stated the term with help of intelligent quotients. Social potentialities or social efficiency and also statistically. Some of the important definitions of ‘giftedness’ have been stated in the following  paras-

According to W.B.Kolesnik : “ The term gifted has been applied to every child who, in his group, is superior in some ability which may make him an outstanding contribution to the welfare and quality living in our society.

According to Prem Pasricha : “ The gifted child is the one who exhibits superiority in intelligence or the one who is in possession of special abilities of high order in the field which are not necessarily associated with high intelligent quotient.

According to Havighurst : “The talented or the gifted child is one who shows constantly remarkable performance or outstanding behaviour in any worthwhile endeavour.

According to Terman and Witty : The gifted children that Terman and Witty studied is, “Superior in physical development, educational achievement, intelligent

And social personality”.

According to Simption and Lucking : “The gifted children are those who possess a superior central nervous system characterized by the potential to perform tasks requiring a comparatively high degree of intellectual  obstruction of creative imagination of both, are called gifted child”.

According to Lucito :”the gifted are those children whose potential, intellectual powers and abilities are at such as high ideational level in both productive and evaluative thinking that it can be reasonably assumed that they could by future problem solvers, innovators and evaluators of  the culture if adequate educational experiences are provided to them”.

Characteristics of Gifted Children

In the above definitions of ‘giftedness’ ,’psychologists’ have enumerated the following general characteristics-

1.     The giftedness is upper extreme on the normal distribution of any trait e.g: social, mental and aptitude.

2.     A gifted child is one who shows remarkable and outstanding performance in any worthwhile task.

3.     He possesses a superior central nervous system high degree of intellectual ,creative and imagination.

4.     A gifted child makes outstanding contribution to the welfare, quality of living and our society.

5.     Gifted child possesses high ideational level in productive and evaluating thinking.

6.     He is problem solver, innovators and evaluators of cultural and educational experiences.  

These characteristics may be classified into the following three categories (1) intellectual,(2) personality characteristics (3) social characteristics.

(a) Positive characteristics of gifted children

They possess positive qualities some are as follow

(1) Intellectual Characteristics:

           The following are intellectual characteristics:

1.     .The gifted children have better ability to organize, analyze, memorize, synthesize reason out things.

2.     Have extensive rapidity in learning and comprehension.

3.     Quick and clear self-expression.

4.     Good in abstract thinking and insight.

5.     Good imagination power-use original ideas.

6.     Better understanding and comprehensive power.

7.     Keen and accurate observation power-can note minute details.

8.     Rich vocabulary.

9.     Good common sense and good general knowledge.

10.                                                        Generally better in science and arithmetic.

11.                                                        Posses broad span of attention.

12.                                                        May be good in on or moral than specific ability like music, art, science etc.,

13.                                                        Varied and wide interest, and

14.                                                        I.Q above 125 (according to Davidson and goddard), I’30+(according to hollingworth),and 140+ (according to Terrman).

(2) Personality characteristics: The following are specified personality characteristics of gifted children.

1.  Have better ability ti adjust, organize, analyse and synthesis things,

2.  Some times show emotional-usability also.

3.  Better  planning capacity,

4.  Have lack of recognition of their potentialities,

5.  Feed bordem in classroom,

6.  May participate actively in discussion,

7.  More found of questioning,

8.  May be popular,

9.  General superior personality,

10.                                                                                                                                                                                                                                                       Superior character,

11.                                                                                                                                                                                                                                                       More humourous ,cheerful and generous,

12.                                                                                                                                                                                                                                                       Have friends of higher age and of class,

13.                                                                                                                                                                                                                                                       Sincere and dutiful,

14.                                                                                                                                                                                                                                                       High achievers in class.

15.                                                                                                                                                                                                                                                       Possesses high character, and

16.                                                                                                                                                                                                                                                       Possesses good physical health.

(3) social characteristics : The following are the specified social characteristics of children:

1.     They are socially well mature,

2.     They are popular in his group,

3.     They are responsible in performing their duties or assigned works,

4.     They have quality of leadership,

5.     They have capacity to be socially useful and intermingle to others,

6.     They are humours and honest or great trust worthness,

7.     They are democractic  and less autocratic,and

8.     They possess high moral qualities,

(b) Negative characteristics of gifted children

They possess some negative qualities which are follows-

1.     May be  restless, inattentive and disturbing,

2.     May be coned isolated and neglected, if their potentialities are not paid due to attention,

3.     Become lazy if they find the school curriculum unchallenging to them,and does not take interest in school academic activities,

4.     May be indifferent to class-work when not interested,

5.     May become out spoken ,and sensative temperament.

6.     Showa egoistic and jealous behaviour,

7.     Is generally careless and poor in spelling and handwriting and

8.     May not like school curriculum which is for normals.

Identification of gifted children

   The identification gifted children has been discussed in two aspects-

   (1) need of indification and (2) Basis of identifying gifted children.

(1)  Need of identification of gifted children

           Sammual A Krik has righty stated that several gifted children remain underdeveloped and their potentialities are not properly utilized by the society because they have not been identified in schools. There are taught along normal children in schools. The curriculum has been designed inview of needs of average students .In democracy gifted children are asset to the nation as well as to society. There is need to identify such children. Two methods are commonly used-

1.     Informal method or observation method is used by teachers and parent, and

2.     Formal or testing method is used by teachers guides and councellors. The intelligence tests are employed for this purpose.

(2) Basis of identifying gifted children

The following qualities and behaviours are the basis for identifying gifted children-A gifted child-

1.     Learners rapidly and easily

2.     Uses a lot common sense and practical knowledge

3.     Thinks clearly and recognizes complex  relationships and comprehends meaning easily

4.     Good memory, makes less use of rote drill, better under

5.     Better general knowledge

6.     Good in language

7.     Can read books that are one to two years in advance of the rest of the class

8.     Performs difficult mental tasks

9.     Has more curiosity

10.                                                                                                                                                                                                                      Possesses wid Range of interests.

11.                                                                                                                                                                                                                      Is keen observer and good vocabulary.

12.                                                                                                                                                                                                                      Is quick in reaction and language proficiency

13.                                                                                                                                                                                                                      Uses original but unusual methods or ideas

14.                                                                                                                                                                                                                      Has high intelligence

15.                                                                                                                                                                                                                      Has better concentration and attention

16.                                                                                                                                                                                                                      Interest and liking for books.

(3)  Procedure of identifying gifted children

            The formal method is most appropriate for identifying such children. The commonly used procedure are as follows-

1.     By administering intelligence test may be verbal, non-verbal and performance.

2.     By administering ,achievements, test, scholastic tests.

3.     By observing cumulative and academic record.

4.     By collecting observations and opinious of teachers parents, friends and neighbours.

5.     By the participation in co-curricular activities of schools and social functions.

Problems of gifted children

      The gifted children have their own problems which are related to their adjustment in different areas-

1.     Problem of adjustment in family.

2.     Adjustment in school.

3.     Adjustment in society

4.     Mental adjustment.

5.     Teaching methods and unsuitable curriculum

6.     In case their giftedness is not recognized they may become perverted intelligent. They may show hostile attitude and fell themselves as rejected unwanted and isolated. They may develop inferiority complex and insecurity.

7.     If the class room is easy for them they may not take interest, and therefore may feel boredom in class. They may become truant or may use daydreaming or fantasy for the work of higher level.

8.     If they do not get proper guidance they may develop the tendency of negativism and bad reactions to authority.

9.     If they do not get favourable attitude or love, affection and sympathy from elders they may join gangs.

10.                                                                                                                                                                                                       If these children of not get good friends of their love, their social development is blocked.

11.                                                                                                                                                                                                       If they great over attention of parents and teachers, may develop boastful and conceited attitude and tendencies.

12.                                                                                                                                                                                                       Because of varied interest they find themselves in difficulty in choosing right type of school subjects, and vocations in future life.

Cause and factors for the problem of gifted children: The following may be causes for this problems:

        1.Unsuitable curriculum, 2. Objective of teachers and students criticism, 3. Unintelligent questions of teachers 4. Poor library 5. Poor quality of teacher,6. Unintelligent assignment, 7. Poor socioeconomic status, 8. No provision for activities like-intensive work in literature ,reviewing books, making abstracts, term papers, editorial, booklets, folders ,writing of stories etc.,9. Carelesssness in establishing goals, 10.Non stimulation or appreciation to individual research or creative work in school and home. 11. No  opportunity to meet eminent persons and 12. Poor method of teaching 13. There is no freedom for expression as he is out spoken. 15. Lack of creative teaching or problems solving in classroom .

Educational provisions for gifted children

         It is evident from the above discussion related gifted children that they possesses different, social and emotional and characteristics. Therefore it is essential to have advanced curriculum, methods of teaching , school problems and qualified trained teachers. Our present system and programmes of education is highly structured schedule ,basically it has been designed for normal students. The following may be objectives. Methods approaches, curriculum and qualities of teachers for gifted children.

Objectives of education

         The following may be objectives in addition to the objectives formulated for normal children:

1.     To further increase the range of their knowledge, skills, and understanding.

2.     To develop an alterness, initiative and creative power.

3.     To develop an attitude of critical thinking.

4.     To develop power to work independently and independent thinking

5.     To develop leadership and social efficiency.

6.     To accelerate the process of problem solving.

7.     To enhance the capacity of adjustment in home, school and society with normal children.

Approaches of teaching

            Three main approaches which may be used for gifted children: (1) Acceleration approaches, (2)Enrichment approach and (3) Special group approach.

 (1) Acceleration Approach: It is an old approach for gifted education.

The term ‘acceleration’ refers to the school process of educational programmes-early entrance into school, skipping entire grades, doing more wok per year (perhaps 3year’s work in two year’s or doing advanced work for advanced standing).

(2) Ability grouping: has two type’s of classes

(i) special classes and (ii) special coping grade schools.

Acceleration is defined as progress through an educational programme at a faster rate of a age younger than convention disces.

Evaluation : (1) It is not possible to find out separate time for these students.(2) This is costly affair (3) Causes wrong psychology or impressions on others, or feel jealous.(4) Undemocratic (5) intellectual aristocracy. Therefore, it is not psychological method, but open educational system can be introduced for levels to meet the demands of gifted children.

(3) Enrichment Approach: The enrichment of curriculum must be both quantitative and qualitative. Quantitative enrichment of curriculum means that gifted children should have greater opportunity than average children. Quality refers the depth while quantity enrichment means breadth of the content or work.

1.  The programme for gifted child should represent an extension of general education objectives.

2.  The educational programmes generate a stimulating learning environment both in school and outside the school.

3.  The  programme should place a special emphasis on creative ability, insight and social responsibilities.

4.  The educational programme should promote basic fundamental skills knowledge ,appreciation and creativity etc.

General method and techniques for gifted children

Some of methods and techniques have already been discussed under the chapter of intelligence and creativity. Some important devices have been summarized as follows:

1.  The positive reinforcement or praise and encouragement devices are effective but challenge and criticism devices are much more effective to reinforce their behavior. For example “we do not expect such behaviour students like you”

2.  The repetition in teaching is boring to them. They do not take interest in the unnecessary interpretation and repetition of content in classroom teaching.

3.  They prefer, concept formation and completing the gaps. Teacher should not explain each every aspect of the content, he should leave some gaps to be filled by them.

4.  Teacher should probe into depth of the content to develop some insight into it.

5.  There should be the provision and facilities of library, reading, laboratories and field work.

6.  In class room teaching difficult questions are put for providing challenge them.

                                             3.CREATIVE CHILDREN

It has been established by the psychologist –Thurston (1953) Torrance (1960) the intelligence and creativity are two distinct abilities or concept s. the term ‘creativity’ has been explained by philosopher, sociologist, and psychometrician. There are more then fifty definitions are available of the term creativity. Every child is creative to some extend in this sence. Creativity is most significant concept for the human development . They should identify creative children and should provide them adequate educational facilities for the development of their creativity or talents. Here creative or talents. Here creative children refer to the upper extrem of normal distribution of this creativity ability.

Meaning and definition of creativity

The meaning and definition of creativity have been discussed in the following paragraphs:

According to Guilford creativity involves divergent thinking with regard to this trait. While ‘intelligence involves convergent thinking with reference to number, verbal memory reasoning, perception and space. The creativity refers to originality ,influence, flexibility and elaboration. Guilford  creative thought means divergent thinking and uncreative means convergent thinking. Guilford has given 120 mental abilities. Content, process and product, the ‘structure of  intellect’ involves 24 creative abilities. The intelligent test do not measure creativity because these tests involve or employ convergent thinking.

Torrence contribution is significant in this area. He has defined creativity as follows:

“creativity is as process of  becoming sensitive to problems. Deficiencies, gaps of knowledge, missing elementals and so on ,identifying the difficulties, searching for solutions , formulating hypothesis about the deficiencies, testing and recasting them and finally communication results”.

“creativity is an activity resulting in new products of a deficit social value”.

All the new inventions and practices in any field are given or developed by creative persons. Creativity basically concerns with the new products or contributions in any discipline or field of study.

Characteristics of creative children

The term ‘creative children, refers the casefall on upper extreme of normal distributions of this trait. Thus they are considered exceptional children. Tolerance has identified the following characteristics of creative children.

1. Independent thinking, 2. Independent judgement, 3. Courageous in convictions . intuitive (intution is his problem) 5. Curious about his environment , 6. Becomes pre occupied with some task, 7. Risk taking behaviour  or willing to take risk, 8. Unwilling to accept say so a he is not conformist, 9. Visionary of future orientation or he has vision for future problems.

Characteristics of creative children very at different stages of development and growth.

(1) Early childhood: Grivin (1933) has identified the characteristics of children of 3 to 7 years are group. The children of this group can repeat alone memory images and can organized several memory images, possess emotional realization and feeling of appreciation, can write short-stories and essay and can modify.

(2) Elementary School years : The creative children of this stage possess, the following characteristics.

1. keen interest drawing, 2. Creative writing and expression, 3. Manifestation of creativity in participation of games and sports, laboratory work, field work and library work. Their creative behaviours and acts are easily observable. The creativity is manifested at elementary stage.

(3) High school year : The purpose of teaching at this stage is to impart the knowledge of different courses or subjects but the following characteristic are noticed.

Skill of expression and writing an essay of original nature effective presentation in the debate and discussion. Expression is highly logical and unique, investigate some new technique or device.

(4) Higher Education or Adults : At higher stage of education, reflective method of teaching should be employed which is known creative method of teaching which provides the situation for original and independent thinking. Teaching is most thoughtful the purpose of higher education is to develop creativity. The main emphasis on problem solving activities. Research work ,essay writing and developing projects, participation in cultural activities and effective organization of educational progrmmes. Participation is seminar conference and group discussion.

Identification of creative children

The creative children are the asset to the society and for democracy. There are several methods and techniques which can be used for identifying creative children. The most commonly used methods are as follows.

1. Observation  method 2. Using test of creativity, 3. Achievement test and participation in distinct activities.

The observation method is simple and easy method for identifying creative children. It is widely used method for this purpose.

The most scientific and objective method is the creativity tests which have already discussed in the chapter of  creativity and intelligence. The specific areas of creativity-originality, fluency, flexibility and elaboration; are also located because general score of creativity has no practical utility.

Psychological state underlying creative process

Gorden and his associates have identified the psychological states of creative process. They have found the following four psychological states for developing creativity.

1.Deteachment involvement, 2. Deferment, 3. Speculation and                  4. Autonomy of the objects.

1. Deteachment involvement state refers the mental state of a person to think beyond the general problem and them shows involvement and insight into it. For example suppose you would ‘bird’, how you will feel.

2. Deferment state refers to avoidance of the first solution of the problem and try to think another solution it shows the mental state of deferment.

3. Speculation state refers to the tentative solution of the problem of formulation of hypotheses.

4. Autonomy of  the object : Refers to the clarity for the formulated hypothesis and able to develop his own point of view related to the problem.

Other psychological states of creative process

Elaboration  is an important aspect of creative process “Elaboration provides an outline os skeleton of a problem and by use of his imagination he completes the problem. The process of elaboration gives an opportunity to the person to develop his reasoning, thinking and problem solving abilities which are divergent thinking are the processes of creativity.

Approach and methods teaching creative children

            There are various methods and techniques which can be used for teaching creative children. The following are some important approaches and methods of teaching creative children.

            Approach of teaching : Reflective level of teaching approach given by hunt is most popular teaching problem-solving, most thoughtful and creative teaching.

Methods of teaching for creative children:

            The project method can be used for smaller children at elementary schools, but the most important strategies of teaching are of follows.

1.     The synetics teaching model-w.j.gordon

2.     Brain storming strategy-fosborn.

3.     Independent study, heuristic method of teachers.

4.     Conditions for creative work in shool.

These have been described in the following paragraph

1.Synectics teaching Model for Creativity :

Wiiliam J.I.Gordon and his associates have designed the synectics model of teaching . The model depends upon a number of assumptions regarding the process and development of creativity.

Focus : It has the focus to develop  the creativity of the students relating to the academic discipline.

Syntax : The structure of the model consists of two strategics.: First exploring the unfamiliar and second one creating something new.

             The first strategy involves seven phases. In first phase, teacher provides information about new topic. In second phase :the teacher suggests direct analogy and asks students to explain the analogy. In the third phase, teacher gets student to be the direct analogy . In the fifth phase, Students re-explore the original topics on his own terms. In the last phase, students can provide their own direct analogy and identify similarities and differences.

           The second strategy also includes seven phases. The teacher gets student’s description of situation  as they now perceive in first phase. The teacher states problems and defines task in second phase .The students suggest direct analogies select one and explore it in third phase. The students select personal in fourth phase. They take their description in fifth phase. They create and select under direct analogy based upon the conflicts. In the last phases, Teacher gets to move back towards original task.

             Social system :The model is moderately structured  with the teacher initiating and guiding the students. The teacher introduces his activities in psychological sequence. It create  the environment to develop the intellectual and emotional aspect of the students and can enjoy the learning activity. The self motivation and internal motivation is an essential for the problem-solving behaviour of the learners.

Support system : The teacher provides all types of facilities to the students to improve the creativity of the learners and groups. The students encounter the scientific problem so that they can make the problem concrete. They have to perform some activities to fine out the solution. The smaller group work effectively for the purpose of creativity training.

Classroom Application : It is used to develop creative abilities of an individual and group. It facilitates an implicit learning. It may be used with students in all areas of curriculum both  science and arts. This may be applied in the interactive teaching situation and in material for mediated learning experience. The student teachers can use this model successfully in the classroom teaching.

2.Brain storming strategy :

        It is completely permission style of teaching strategy and based upon the assumption that a student can learn better in a group rather than in individual study. It is problem-oriented strategy of teaching.

               Objective: The higher order of cognitive and affective objectives may be achieved by employing in this strategy of teaching. Another objective is to develop creativity of the students.

Structure:  It consists of a problem solving situation in which learners are assigned a problem and they are asked to discuss any ideas which come to  their mind. The group is encouraged to provide and evaluate the workability of their own suggestions of the problem.

Osborn’s Brain storming procedure : He has suggested the following steps for this strategy of teaching.

1.     All phases are planned of the problem and think about sub-problems  which may emerge.

2.     Select sub-problems to be attached.

3.     Think up about the data  or evidence  which may help in solving them.

4.     Select the probable sources of data and collect most relevant data.

5.     Decide the possible ideas through ‘free-wheeling with suspended judgement’ as hints to the solution.

6.     Select ideas most likely to lead to the solution.

7.     Consider the possible ways to test these ideas.

8.     These ideas are tested in terms of relevance,adequancy and sufficiency.

9.     Imagine all possible contingencies and ways of meeting them.

10.                      Take decision about the final solution of the problem.

Advantage: It has the following advantage:

1.     It has both phychological and educational basis of teaching.

2.     It is more creative strategy of teaching and encourages for the original ideas.

3.     It provides more ideas of good quality.

4.     It creates the situation for more independent thinking among leaders.

3.Independent study

                   Independent study, which more usually called ‘project work’ has been defined by baskin (1961) in his book. It helps in developing student’s initiative, responsibility, and understanding for what they study. This strategy is more useful for a training programme.

                   Objective : The affective and cognitive objectives are achieved by this teaching strategy.

                   Structure : Independent work or reading is organized in small groups. But such takes place in the absence of teacher and view of certain regularly scheduled meeting. The programmes is defined precisely in terms of objectives and criterion test. It is a part of regular teaching and is organized for superior students. Teaching reperorire is used in this type of situation.

                   Principle : It is based upon the following learning principles:

                   (1) Freedom for work and reading, (2) Self-study, (3) Principle of  individual difference and (4) Principle of  involvement in the task.

                   Advantage : The following are the main advantages of this teaching strategy :

1.     It encourages the students participation.

2.     It develops independent or original thinking among students.

3.     It develops social and cognitive  abilities.

4.     It is definitely superior teaching strategy for traditional strategies.

5.     It creates the situation for the learners to work according to their own abilities.

6.     Teacher provides individual guidance to the students.

7.     Conditions for creative work in schools.

4.School condition:

                   The following school conditions are essential to develop creativity of  the students.

1.     Mental health : The mental health of teacher and students should be sound for creative activities.

2.     Opportunity of expression : The teacher should provide opportunity for expression his own ideas to other.

3.     Self-assessment : The teacher should encourage the students to self evaluation of  his own task, performed.

4.     Self concept : The teacher should develop self concept of the students.

5.     Brain storming, independent study, supervised study, reflective level teacher methods and approach should be employed for teaching.

6.     Special programmes should also organized for developing confidence and spontaneity in children.