by Dr. Manoj Chandra Handa | Oct 29, 2014 | Creativity
We may accept finite limitations of logic, but we must never lose faith in the infinite possibilities that stem from developing creative habits of mind.~ Manoj Chandra Handa Creative habits of mind Creative people demonstrate some habits of mind that, taken together, form the acronym CREATE: Curiosity Risk-taking Embracing paradox and ambiguity Attentiveness and adaptability Thinking bigger Experimenting and problem-solving (Chandra Handa, 2012, 2014) Curiosity Creative practitioners demonstrate an unrelenting quest for continuous learning. It is the ability to question oneself and others; the relentless pursuit of knowledge and truth; learning to ask better questions; and the ability to solve the most challenging problems by keeping an open mind (Fisk, 2011). Risk-taking or “creative courage” Risk-taking enables one to try new things. It is about having the courage to stumble, fail, and, after rejection, try again. The psychologist Rollo May (1975) calls it “creative courage” which is finding, through imagination, what is possible. The creative artists and scientists unsettle what is. Creative writers are well known for their creative courage. Risk-taking is the willingness to try difficult things and expose oneself to failure or criticism. It is a trait that teachers can observe when high levels of aspiration are sought after and tried out by a student. It involves feeling as well as doing; making guesses as well as taking chances (Williams, 1972). Embracing paradox and ambiguity Creative practitioners are willing to embrace ambiguity, paradox and uncertainty. They seek ambiguity in everything they explore – in the learning of students, in product composition, in ways of thinking and more. They explore possibilities by asking questions to which there...
by Dr. Manoj Chandra Handa | Oct 7, 2014 | Gifted Students
Positive parent-child relationships form an important background for academic motivation. Letting the children know that their parents think school is important and providing recognition for their effort and successes can motivate learning. Brown (2009), Martin (2003), Rimm (2007), and Siegle (2013) offer the following advice for instilling academic motivation among children: Encourage positive family relationships and responsibility Provide reasonable structure to help children become independent and responsible. Teach the child to be responsible at home by assigning chores and maintaining expectations for proper behaviour. Self-discipline at home can transfer to school-related learning. Take time to engage in fun-filled activities with the child individually and as a family. Have regular conversations with your child and provide time to listen to his or her interests and concerns. Praise the child for both trying hard and for being successful (Brown, 2009). Model the importance of learning Plan family activities that encourage learning, such as visits to the library, museums and parks. Let the child know that learning is important and is one of the key purposes of school. Let the child see that the parents read books, newspapers, and magazines. Talk about what they read. Talk with the child about school and show an interest in what goes on at school (Brown, 2009). Teach habits that encourage learning Have a set routine for schoolwork. The child should know when he or she is expected to work on schoolwork each day. Set up a place to study when the child has the needed supplies and as much quiet as necessary. Help the child learn to manage time. Make sure the child finishes schoolwork at...
by Dr. Manoj Chandra Handa | Sep 22, 2014 | Gifted Students
“The pursuit of excellence is not a skill, it is an attitude.” – Manoj Chandra Handa Perfectionism has often been misunderstood as a good quality to possess. It is not. What is good is the pursuit of excellence which is something quite different. Delisle and Galbraith (2002) make a clear distinction between the two concepts. Perfectionism means that you can never “fail”, you always need approval, and if you come in second, you are a loser! The pursuit of excellence means taking risks, trying new things, growing, changing – and sometimes not succeeding. Jim Delisle and Judy Galbraith in their book, “When gifted kids don’t have all the answers”, point out that perfectionism can take a heavy toll on a student’s self-esteem, relationships, creativity, health, and capacity to enjoy life. As perfectionism is not possible, and yet that is what some students want—and that they won’t be satisfied with anything less—it is a recipe for disappointment. Delisle and Galbraith (2002) affirm that gifted people of all ages are especially prone to perfectionism. This may be rooted in the awareness of producing the best quality and nothing else. Once they see how something “ought to be done” (ought to sound, ought to look), they may naturally want to do it that way. And they may overwhelm themselves (and others) in the process. This is why gifted students need support to persist despite their constant awareness of “failure”. Many of problems students have with high expectations are reinforced by the environment, particularly if they have had a string of early successes. Ruth Duskin Fieldman, a former “Quiz Kid” (in Delisle & Galbraith, 2002, p....
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