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TEACHING FOR CREATIVITY:
Robert J. Sternberg (born December 8, 1949) is an American psychologist and psychometrician. He is Professor of Human Development at Cornell University. Prior to joining Cornell, Sternberg was president of the University of Wyoming for 5 months. He has been Provost and Professor at Oklahoma State University, Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University. He is a member of the editorial boards of numerous journals, including American Psychologist. He is the past President for the American Psychological Association.

Sternberg has a BA from Yale University and a PhD from Stanford University, under advisor Gordon Bower. He holds thirteen honorary doctorates from two North American, one South American, one Asian, and nine European universities, and additionally holds an honorary professorship at the University of Heidelberg, in Germany. He is a Distinguished Associate of the Psychometrics Centre at the University of Cambridge.

Among his major contributions to psychology are the triarchic theory of intelligence and several influential theories related to creativity, wisdom, thinking styles, love, hate, and leadership. A Review of General Psychology survey, published in 2002, ranked Sternberg as the 60th most cited psychologist of the 20th century. Sternberg has acquired over $20 million in grants and contracts for his research and has conducted research on five continents. The central focus of his research is on intelligence, creativity, and wisdom. He has also studied close relationships, love, and hatred. He has authored or co-authored over 1,500 publications, including articles, book chapters, and books. His work has been critiqued due to excessive self-citation and self-plagiarism. In 2018 he resigned as the editor of Perspectives on Psychological Science in response to these claims.

Robert Sternberg is married to Karin Sternberg, a German psychologist, with whom he has a set of triplets, consisting of a boy and two girls. Sternberg and his first wife had a son and a daughter.

Twenty-Four Tips for Developing Creativity

 * Model Creativity, The most powerful way to develop creativity in your students is to be a role model. Children develop creativity not when you tell them to, but when you show them.
 * Build Self-Efficacy, All students have the capacity to be creators and to experience the joy associated with making something new, but first we must give them a strong base for creativity.
 * Question Assumptions, When Copernicus suggested that the Earth revolves around the sun, the suggestion was viewed as preposterous because everyone could see that the sun revolves around the Earth.
 * How to Define and Redefine Problems, Promote creative performance by encouraging your students to define and redefine problems and projects.
 * Encourage Idea Generation, Once the problem is defined or redefined, it is time for students to generate ideas and solutions. The environment for generating ideas must be relatively free of criticism.
 * Cross-Fertilize Ideas, Stimulate creativity by helping students to think across subjects and disciplines.
 * Allow Time for Creative Thinking, Ours is a society in a hurry. We eat fast food, we rush from one place to another, and we value quickness. Indeed, one way to say someone is smart is to say that the person is quick (Sternberg, 1985), a clear indication of our emphasis on time.
 * Instruct and Assess Creatively, If you give only multiple-choice tests, students quickly learn the type of thinking that you value, no matter what you say. If you want to encourage creativity, you need to include at least some opportunities for creative thought in assignments and tests.
 * Reward Creative Ideas and Products, It is not enough to talk about the value of creativity. Students are used to authority figures who say one thing and do another.
 * Encourage Sensible Risks, Creative people take sensible risks and produce ideas that others ultimately admire and respect as trend setting. In taking these risks, creative people sometimes make mistakes, fail, and fall flat on their faces.
 * Tolerate Ambiguity, People like things to be in black and white. We like to think that a country is good or bad (ally or enemy) or that a given idea in education works or doesn't work.
 * Allow Mistakes, People often think a certain way because that way works better than other ways. But once in a while a great thinker comes along -- a Freud, a Piaget, a Chomsky, or an Einstein -- and shows us a new way to think. These thinkers made contributions because they allowed themselves and their collaborators to take risks and make mistakes.
 * Identify and Surmount Obstacles, Creative thinkers almost inevitably encounter resistance.
 * Teach Self-Responsibility, Part of teaching students to be creative is teaching them to take responsibility for both success and failure.
 * Promote Self-Regulation, You cannot help each student during each creative process. Your students must take control of the process.
 * Delay Gratification, Part of being creative means being able to work on a project or task for a long time without immediate or interim rewards.
 * Encourage Creative Collaboration, Creative performance often is viewed as a solitary occupation - we picture the writer sitting alone with her writing pad, the artist painting feverishly at 4 a.m., or the musician playing for his cats into the wee hours.
 * Imagine Other Viewpoints, An essential aspect of working with other people and getting the most out of collaborative creative activity is to imagine ourselves in other people's shoes.
 * Recognize Person Environmental Fit, The very same product that is rewarded as creative in one time or place may be scorned in another.
 * Find Excitement, To unleash your students' best creative performances, you must help them find what excites them.
 * Seek Stimulating Environments, Help your students develop the ability to choose environments that stimulate their creativity.
 * Play to Strengths, Show students how to play to their strengths. Describe your strengths to your students and ask them to declare their strengths.
 * Grow Creatively, Once we have a major creative idea, it is easy to spend the rest of our career following up on it.
 * Proselytize for Creativity, Once you have mastered a few of these techniques to develop creativity and made them part of your daily teaching routine, spread the word.

You can make a difference in a student life!


 * 1) Follow these tips and you will be successful in the classroom.
 * 2) Always try to bring out a students talent.
 * 3) Never be afraid to try new things.
 * 4) Take every opportunity to fuel the mind.
 * 5) Let children be creative.

Reference section
For full details of the above 24 tips click on the links below.

http://www.uf.bg.ac.rs/wp-content/uploads/2015/10/Master7.2015.pdf

https://docs.google.com/document/d/1WEVGrHTaAAvxPiHoy0i6RB0gubAcHUe8EI2wAQsMvzQ/edit

External links section
https://www.human.cornell.edu/people/rjs487 http://www.robertjsternberg.com/about-main-page

http://www.robertjsternberg.com/about-main-page

https://www.nea.org/professional-excellence/student-engagement/tools-tips/creativity-classroom

http://psychlearningcurve.org/creative-teaching-and-teaching-creativity-how-to-foster-creativity-in-the-classroom/