for developing an enabling environment for learning is one of the primary responsibilities of teachers. It must accept the past experiences that young people bring to the learning situation and then provide the material, events and circumstances that may apply. It can provide sensory appeal that provides quality learning and can open up many different avenues. teacher may be available for every young person resources for the mind and spirit, the eyes and hands with which he can express their uniqueness through which they can come to know the uniqueness of others.
Just as the artist chooses the line, color, shape and texture, and distributes them to use the interest and beauty, so that the teacher has to choose and arrange the physical environment of space, time and materials, call forth the maximum speed of students.
is not difficult to see the classroom where the teacher is more creative at work. Inventiveness of the resources is difficult when the funds with which teachers must work as Limitied, it is surprising that a teacher who puts his heart that it can be detected in the fields, praires, deserts, forests and rural America, and even in vacant lots and city dumps and what he can find a way of free and inexpensive materials. Notwithstanding the limitations under which the teacher and children have to work, their creative spirit with even a modest incentive will continue to seek ways to color and life in the classroom. There are shells from the beach, dried grass and reeds with which to make baskets, timber, crabs from the pond, shells from the Cecropia moth, frogs' eggs in a season, and finger paint jars of water thickened with cornstarch and bright with pure vegetable color.
classroom is usually rich in books, maps, globes, posters, curtains, perhaps many color reproductions of master painters-all in agreement with an eye on the relationships and with a good measure of restraint. Storage and work rooms are sufficient.
If the room is basic classrooms, there are centers of interest, tables and chairs invitingly drawn where books with titles are arranged, where is the science of materials to tempt curious, where art materials ready for use by a group of children who have to record the experience, either in water colors, crayons, colored paper, or clay. It is obvious that this is an atmosphere in which children are invited to express their ideas, the atmosphere created by teachers who themselves awake in every pore of her being, which is a pleasure to share with children a miracle, and the enthusiasm that she has never lost.
In addition to shops and laboratories, classrooms in secondary schools are usually much less bright and cheerful than those of primary school. That older students tend to deal more with abstractions and symbols than do younger children have no reason to defend sepia atmosphere as secondary structures. No school should be considered as doing their duty towards art in which each class is dead. Walls should ring with color and form in which users record their rooms are a joy in life.
It is obvious that if the kids and the older boys and girls are free to express their joy in life, they must live in an atmosphere in which they are free to explore the media, to play with words and ideas, and communicate without fear shapes and figures and events that reveal how the world looks at them.
ingenuity in the use of time
life became a series of separate experiences into measurable parts. Seconds, minutes, hours and days and nights were assigned various duties and responsibilities. With great power, life is lived INA number of dimensions: earning a living or going to school, looking for recreation, homework, caring for one's self and for your home and family, participation in community affairs. In schools in particular, there is a huge emphasis on schedules, speed, and the ringing of bells, the new activity must begin. Arrangements to ensure balance in the program and ensuring that every aspect of the curriculum has its fair share of time.
is generally acknowledged that creativity comes from uncommitted time, unstructured time, without imposing outside the individual. Playing with ideas or things, given the new combinations of old, or the feeling of new relationships seems to thrive best in an atmosphere of rest and relaxation. A person deeply involved in the problems solved or questions to be answered with no concern for the immediate pressures may suddenly catch on to new ideas. Biographies and autobiographies of creative thinkers include the accounts of these times of apparent peace, free-drifting and ideas, which can suddenly appear clues to solve a problem or a whole new approach to a situation that seemed to have reached a dead end. The internal search requires new relationships, and her loneliness is an essential element of her being
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