Good Critical Thinking On Giftedness And Creativity OF Students & Teachers In The Process OF Education

Giftedness and Creativity of Students and Teachers in the Process of Education

[Institution’s Name]
Giftedness and Creativity of Students and Teachers in the Process of Education
The profession of education and learning is highly critical for children development. The skill becomes more critical when it is implied over the definitions of giftedness and creativity of pupil. The process of education in such spectrum is completely altered in order to meet the demands and challenges of the subjects. The definition of creativity and giftedness has been elaborated in literature from different approach. However, in particular the conservative approach defined the subject as beholders of exceptional abilities beyond intelligence. Such individual who falls in the referred category needs secular management to remain motivated.

Research Question:

The presented study evaluates the core features of educators that should ideally be possessed in order to constructively deal with the giftedness and creativity of the students. The research question specifically considers the conduct of teachers in lieu to management and responsiveness towards the populace of the referred category. The study evaluates the impact of the conduct of teacher keeping in lieu to the complex nature of the pupil with god giftedness and creativity. The educational significance of the research can be argued with the conceptual backing of literary readings such as the theories of Socrates and Plato. These scholars elucidated on creativity development from the aspect of positivity and constraints rendered from immediate connections for the achievement of the best. Moreover, the topic is also addressed by the scholars of present days such as Sternberg who regarded in his theory the intellectual giftedness as unusual intelligence (academic or creative giftedness) and displays the same in an untraditional mode. Likewise, Renzulli also pondered over the theory of gifted behavior. The common consideration in each of the literary theory renders complete focus over the conduct towards the populace (creative and god gifted) for nourishing the competency. The sensibility of educators for identification and recognition is regarded as highly attentive in this particular reference.

Methodology:

In the presented research, the evaluation of the study has been conducted with the support of survey method in combination with the literary concepts. The sample population in research study consists on 150 teachers with equal distribution in the segments of school teachers, class teachers and teachers. The purpose in to investigate the knowledge of teachers in reference to the concept and perception of giftedness that determine their conduct towards the subject. Self-evaluation method is supplemented for reflection of teacher’s conduct for analysis of the research argument. The methodology of investigation is based over the comprehensive model developed for highlighting the marks that allows an educator to recognize the traits of giftedness in pupil. The perception of teacher, their conduct towards the subject and the impact of their conduct on the nourishment are all observed with the logical and rational observations.
The term giftedness and competitiveness is investigated to evaluate the knowledge of teacher with subsequent valuation for validation of the concept through a reflective module. The referred module of self-evaluation aims to study conduct of educators in reference to recognition, identification and nourishment of the potential of gifted children. The data is presented multi dynamically with the support of graph, readings, statistical analysis and theoretical / scholarly conceptual supports.

Findings:

The findings have been made with cross evaluation of details and applications investigated over the ground realities theoretical model prescribed with literary scholars. It is only the [proficient crafting of the data that allowed the researchers to develop the case with concrete findings. The conclusion makes it evident that educators and instructors plays a significant role in the constructive development of the students with god giftedness and creativity. The class teachers who remain intact to the most with the pupil are observed the least familiar to the concept and attributed of strategies to identify and recognized the potential of god gifted and creative students. Moreover, the overall teachers are more concerned to the personality of the pupil. Pertaining to the fact that need and traits of the student with god giftedness and creativity are distinct in comparison to the ordinary student on ground of different way of thinking. It can be stated that the personality of such students is not always appealing for others. Hence, teacher’s ability to identify and recognize the competencies of such gifted should essentially be instilled in the system to render constructive emotional and social support to the children of the genre.

Interpretation / Conclusion:

In lieu to the subject, the interpretation of the referred study relies over the element of significance of identification of cognitive impulse and curiosity and observation of extra ordinary student with god giftedness. Moreover, it is only the constructive support of the educators that could ensure the constructive development of such student with the provision of safety, empathy and consistent motivation. The referred elements would support and develop the populace to perceive and respond the surround positively when viewed from the lenses of their indistinctiveness. This particular model could be regarded as a comprehensive research model based on the evaluation of the subject from the basic. The conceptual evaluation of the variables with the support of scholarly theories has supplemented the learning with approaches that guide the educators to make the students precious addition to the society.

Consideration of importance:

The study could be regarded essentially important domain as it evaluates and guides the practical approaches that could constructively develop the extra ordinary students supplemented with god giftedness and creativity. It highlighted the negative and positive impacts of conduct to guide the concerns for constructive contribution