WITH regards to complexities of life in the 21st century already placing greater and more exacting demands on the next generation, it is clear that developing innovative, imaginative, flexible, creative thinkers for the future is the prime mandate of our profession as educators.
But, first of all, creativity within ourselves is vital. Some student surveys have revealed that they appreciate and value creativity in their teachers more than intellectual ability or other teaching skills.
I-the teacher, therefore that should recruited and assigned to nurture creativity in students should be those Treffinger (quoted in Roldan, 1989, pp.21-23) calls “catalyst teacher.” Such a description intentionally steers clear of the out model view of the teacher as an all-powerful authority figure, or a repository of knowledge with all the right answers. In contract, the image of an individual who can spark and channel the interest and productive enthusiasm of young learners. Teacher selection, then is an extremely important element in nurturing creativity in students. At times, this can be the single most important factor in whether or not the vision of creativity enhancing environment in the school is fulfilled. Although it is difficult and limiting to enumerate a set of criteria, certain qualities and skills are generally desired in such a catalyst teacher.
By: Normita D. Valencia | T-III | Jose C. Payumo Jr. Memorial High School | Naparing, Dinalupihan, Bataan
