Fostering Creativity Within the Classroom

ABSTRACT This project focuses deliberately bringing humor, magic, and Creative Problem Solving (CPS) tools into the classroom. The author aims to encourage creative talent by providing children with a refuge from the conventional limitations of the world and accepting their divergence while embracing their creative talents. The underlying techniques and skills for stimulating creativity within the classroom are examined and best ways to foster creativity within the educational systems are identified. The author focused on the following questions: (a) How might humor create a classroom community? (b) How might magic engage and create a positive learning environment for second grade children? (c) What benefits are there to using CPS with second grade students? In order to answer these questions information was gathered by the second grade students, dean, and the teacher in the form of various feedback forms, pictures, and logs used as part of the regular classroom experience. This was examined in light of the current literature and best practices. The author found that humor, magic, and using CPS tools was a good way to assist with creating a positive learning environment. It is my hope that the creative use of this project will support educators with the techniques that unleash the potentialities and creative abilities of their students

Building students basic English vocabulary through magic memory instruction: A quasi-experimental research study at the 7th Grade of SMP Negeri 2 Tanjungsari

Although considered as the essential thing to learn, learning vocabulary still becomes problems in language teaching and learning, especially at junior high school. 4 from 32 students of seventh-grade at SMP Negeri 2 Tanjungsari had a low vocabulary mastery and failed to perform the new vocabulary that introduces by the teacher in the classroom. Regarding this, this research offers solutions to overcome this problem by providing a learning strategy that can enhance students ability in acquiring and remembering new vocabulary. The strategy that offered in this research is Magic Memory Instruction, which is rarely known and implemented by the teacher in the classroom. The objective of this research is to find out the use of magic memory instruction in building students’ Basic English vocabulary and the differences between students who taught by using magic memory instruction and rote learning strategy. The research was conducted using a quantitative method with quasiexperimental design or two group posttest pretest design. The sample of this research is 60 students from the seventh-grade students of SMP Negeri 2 Tanjungsari. A vocabulary test contains 40 questions of multiple choices were tested to collect the data and to measure students’ vocabulary mastery. The Statistical Package of Social Science (SPSS, version 20) was used to analyze the obtained data. The results showed that the mean score students’ basic English vocabulary after being taught by using Magic Memory Instruction is 83.00, and the mean score students’ basic English vocabulary taught by using Rote Learning is 66.50. The counting of T-test has the data that tcount (2.94) and ttable (2.00). As a result, the alternative hypothesis (ha) is accepted. It means that there is a significant difference between the result of using and without using Magic Memory Instruction. Finally, it can be concluded that teaching vocabulary by using Magic Memory Instruction can improve students’ vocabulary at the seventh grade of SMP Negeri 2 Tanjungsari. Teaching Basic English vocabulary by using Magic Memory Instruction is recommended for English teachers as it is an interesting way to stimulate students to enrich their vocabulary

Penggunaan Media Magic Box untuk Meningkatkan Hasil Belajar IPA pada Siswa Kelas V MIN 1 Bangkalan

This research was conducted with the aim to: 1) To improve student learning outcomes in science learning by applying magic box learning media, 2) To develop students' understanding in science learning. The method used is Classroom Action Research (PTK) where each cycle goes through 4 stages, namely: (1) planning, (2) action, (3) observation, (4) reflection. The results showed that learning by using magic box media had a positive impact on increasing the achievement of students' learning achievement as shown by the increasing percentage of student learning completeness in cycle 2 which reached 85.71%

Postprint Copy of Years of Teaching Dangerously: Interfacing Thomas Cromwell in Canon and Fandom, Michael Drayton, “W.S.,” and Hilary Mantel

When Sir Thomas Bodley founded the Bodleian Library, he sought to keep “baggage books,” “riff-raff books,” and distasteful literature off the shelves. The question of keeping literature in or out of a library or canon is never simply about literature; it is also about class-based criticism and notions of defending culture and taste against unauthorized popular versions. Teaching dangerously opens the early modern classroom, theorizing it as a type of literary fandom that is both personally engaging and socially conscious: this type of teaching does not forget academic rigor; it remembers human impact, by enfolding scholarship and theory. Putting early modern texts into play alongside contemporary literature and social issues moves learning in unscripted, surprising, and dangerous directions. This article models these dangerous practices by interfacing affect theory with the fandom of Thomas Cromwell as he appears in Michael Drayton’s poem The Legend of Thomas Cromwell, the apocryphal “W.S.” drama The Life and Death of Thomas Cromwell, and Hilary Mantel’s novels Wolf Hall and Bring up the Bodies. This type of ‘magic’ is not so far removed from J.K. Rowling’s wizardry, and teaching dangerously with affect theory empowers classroom fandom that engages and changes the world as we know it

ANALYSIS OF STUDENT RESPONSES TO USE MAGIC BAG CONSTRUCTION MEDIA SPACE FOR CLASS V SD

Based on observations and interviews conducted by the researchers found that teachers only use whiteboard media so as to make the students less active in learning, and the acquisition value of mathematics learners are still low. This study aims to develop learning media in the form of Build Space Magic Pockets that can be used as an effective medium in elementary school mathematics classroom.This study uses the Research and Development approach or Research and Development (R & D), which is directed at the development of geometrical magic pocket media for elementary school mathematics classroom. Step in this research was conducted through six stages: 1. Observation, 2. Planning Product Design, 3. Validation Expert, 4. Revision 5. Simulation Instructional, 6. Evaluation and Results, 7. Publications. Methods of data analysis in this study is a qualitative and quantitative approach. Learning media in the form of Pockets Magic Build Space that has been developed has been tested through a questionnaire validated by the validation results of the expert content of 94%, media experts, 83%, and for the acquisition of the validation results linguists still 83% of the three results of this validation media magic bag geometrical entered at a very decent qualifying, nothing needs to be revised. Based on the results of questionnaire responses of learners to wake magic pocket media room 258 the number of results obtained with the maximum number of results obtained 260 and the percentage 99% means media magic bag geometrical get a positive response from students. Magic bag so that the media can be used to wake space grade elementary school mathematics

A Collection of Observations and Advice on University Teaching

Outline 1. A Prime Directive: Don’t Bore the Students 2. The Secret to Classroom Buzz: Listen to, and Play Off, Students’ Questions 3. Puzzle, Enlighten, Repeat 4. Memorable Illustrations 5. Old School, Chalk and Notes 6. Research and Teaching Fusion 7. BackstageAerospace Engineering and Engineering Mechanic

Achieving the impossible : A review of magic-based interventions and their effects on wellbeing

Research has demonstrated that involvement with mainstream performing arts, such as music and dance, can boost wellbeing. This article extends this work by reviewing little-known research on whether learning magic tricks can have an equally beneficial effect. We first present an historic overview of several magic-based interventions created by magicians, psychologists and occupational therapists. We then identify the potential benefits of such interventions, and review studies that have attempted to systematically assess these interventions. The studies have mostly revealed beneficial outcomes, but much of the work is of poor methodological quality (involving small numbers of participants and no control group), and has tended to focus on clinical populations. Finally, we present guidelines for future research in the area, emphasizing the need for more systematic and better-controlled studies.Peer reviewe