# data[].attributes.body
(Sheron Macanza)

Creativity is one of my favourite 21st century skills.

I believe creativity manifests itself in various forms in a classroom whether it is through resources or classroom decor.

I have been working on my classroom and ir has become not just for me but my learners too.

I have also been creating my own games to teach my learners.

Below is a sneak peak of how my class is currently looking

# data[].attributes.body
I use a "4 Corners" activity where students will respond to a prompt from Strongly Agree - Agree - Disagree - Strongly Disagree. This will require them to think critically about their view on this prompt and "take a stand" on this issue. Further discussion may lead them to change their minds and, thus, their position in the room.

# data[].attributes.body
In my economics classes, I encourage students to spend time taking quality notes from the readings and from my presentations. Then, I reward them with open-note tests. Not only that, but I also allow them to take these tests in teams of 3! In life, we get to work together in teams and we have access to so much information, so I find that them collaborating to teach each other in a very focused manner during exams is more important than them memorizing facts that they will likely soon forget anyway.

# data[].attributes.headline
Drama is all about compassion, is it not?

# data[].attributes.subject
Drama is all about compassion, is it not?

# data[].attributes.body
Drama invites empathy through embodiment. By stepping into someone else’s experience, even a fictional one, participants are guided to move beyond judgment. They’ll witness the quiet harm of a cruel message, the impact of silence, and the courage it takes to speak up. Compassion becomes a muscle they stretch through the story, and carry into real life.

# data[].attributes.headline
Temwani - Women in Anti-Apartheid Resistance

# data[].attributes.subject
Temwani - Women in Anti-Apartheid Resistance

# data[].attributes.body
In this activity for my History class, the objective is to have learners divide into groups where they complete source analyses that work together as a jigsaw in the end. Here they work through multimodal sources -- visual, audio, tactile -- to understand the significance of South African Women and their role in resisting Apartheid. The activity usually extends their conceptual understanding of the topic to something that is more sensorial and layered in emotion. I would accredit this to the set up in small groups and reliance on each member for their intuitive responses to the sources as well as the selection of sources which valourise Women's voices on this time in SA History.

# data[].attributes.body
Exploring using role play or forum theatre to present real-life dilemmas (e.g., bullying, peer pressure) and let learners explore different perspectives and outcomes. Debrief through discussion or reflective journaling.

# data[].attributes.body
In my class, as with my lesson when we meet, learners will always have at least one other person to bounce ideas off of and collaborate with. I believe that in new situations or with unfamiliar content it helps to work together to build confidence. I love working in small groups or pairs, and afterward we share what we have discovered together. My class is mostly a freely walkable space and children are encouraged to go over to other groups and see what they are doing

# data[].attributes.headline
Temwani - Writing & Feeling the Positionality of Women

# data[].attributes.subject
Temwani - Writing & Feeling the Positionality of Women

# data[].attributes.body
In my English lesson with my Grade 11 class, we are required to learn about the conventions of eulogy as part of transactional writing for Paper II. I had assigned learners a task that prompted them to write a eulogy on Desdemona's character in the setwork Othello. To acclimatise students with this genre of writing they were invited to watch speeches presented at funerals and memorials of popular South African figures which acted as a "mentor text" for them to model after. What ended up surfacing in that lesson is that some learners referenced the memorials of suvivors and victimis of Gender-Based Violence and Femicide and paid attention to the complex languaging of how to pay tribute to a loved one in that context. By virtue of using this angle to write their own eulogies, many learners identified parrallels in the Drama's own plot and characterisation and the positioning Desdemona had to Othello. By this I mean, they were able to identify Desdemona's tragic end as being an example of intimate partner violence. Furthermore, they were able to grasp the roots of such acts with respect to rape culture as well as contorted masculinities and womanhood (i.e the idea of the cuckold in medieval Venice). I was very proud of this level of analysis that they were able to make by their OWN explorations which allowed them to understand complex political frameworks especially drawing from African Feminisms and the reality of violence in SA.

# data[].attributes.body
I believe that communication is key in my classroom, as it forms the foundation of effective teaching and learning. I often encourage clear and open communication between myself and students to enable a mutual understanding, sets expectations, and creates a safe and inclusive learning environment. I take time to communicate instructions, feedback, and encourage effectively. In my experience I have noticed that students are more likely to stay engaged, understand the material, and feel supported in their learning journey. Good communication builds strong relationships that contribute to a positive classroom culture. Communication is key!

# data[].attributes.body
Communication is the main source of understanding in my classroom.

I use this in my classroom on a daily basis. As learners need to be able to communicate themselves in a manner in which I understand verbally and written.

Learners need to be able to pin point the problem or how they lost me to ask questions that makes them question the why.

Learners in my classroom are able to have an invisible mic, once the mic is given you have the floor to ask questions and everyone needs to listen and respect the speaker. It could be someone view on a topic, opinion or question.

# data[].attributes.body
In my lessons, learners are often exposed to new equipment or programs which can excite them. Once a learner has a device in their hand, it can be hard to draw their attention back to the instruction. For this reason, I always give my children 5-10 minutes at the beginning of our lesson to play around on the device/program and try to figure out what it does. When I conclude this time by ringing my bell, I encourage them to share one or two things that they have figured out, and what they still haven't understood or need help with. Often, there are other groups or children who can fill in the gaps in knowledge. Only once this interest has been piqued, do I start with instruction or tell them what we will be doing. I find this works well to engage the children at the beginning of the lesson as well as create curiosity about what they do not know yet. They also learn from one another, as explaining what you know is shown to deepen your own understanding. We then work from that point to explore further what I have planned for the lesson.

# data[].attributes.attachment_caption
Kandinsky was known to experience "synesthesia" - he could see line and colour when he heard sounds. His work is an interesting interpretation of graphic scores.

# data[].attributes.headline
Using imaginative thinking to make music

# data[].attributes.subject
Using imaginative thinking to make music

# data[].attributes.body
Introducing music literacy to learners is often a challenge. Many learners struggle to grasp the rules of notation and are not motivated to practice this literacy because they feel it has no relevance. Creativity can be practiced by exploring the different aspects of music that need to be communicated to a performer through various listening exercises. This can also work on learners' critical listening skills as they would have to identify aspects of the music that would be important to communicate.

They could then practice creativity by imagining how they would communicate these various elements to a musician. If learners struggle with doing this without a model; various graphic scores can be shown as examples. Learners can work together to create a graphic score and then perform their piece for the class. This can give learners the tools to practice creating music and analysing the usefulness of scores. Using this creativity can also help learners to experience the value of clear notation and help them to see the relevance of music literacy.

# data[].attributes.attachment_caption
Learners can train themselves to look outside of their familiar environments and worlds, and stretch their knowledge and skills in ways that feel safe by engaging their sense of curiosity

# data[].attributes.headline
Developing learner agency through curiosity

# data[].attributes.subject
Developing learner agency through curiosity

# data[].attributes.body
I love it when learners ask interesting questions in class, especially when those questions indicate that they have been paying attention to and grappling with the learning material. I always encourage and praise learners that ask questions. There are some interesting ways to further develop a sense of curiosity in my classes though.

One of the tools that can be used to develop a sense of curiosity is to work on making inferences in class. When introducing a new topic to learners, I can begin a wonder wall - where learners can write questions they have about the topic that have not yet been answered. They and other learners can try and come up with potential answers, helping them to test any assumptions they might have about the topic against assumptions others might have. Then, I can give them time to do some research to find the answer. This could also become collaborative, with learners trying to answer each other's questions.

I think that this helps develop a curiosity for topics we cover in school, hopefully increasing motivation as learners will have agency over their own learning. It also introduces research skills since they will have to check that their research is accurate and verify their sources. I think this tool could also develop communication, since learners will have to clearly explain what they have learned to others.

# data[].attributes.body
As a history teacher, I foster curiosity by encouraging students to ask questions that go beyond the textbook. I try to incorporate inquiry-based learning, personal experiences and using a variety of learning styles. I ask learners to imagine what daily life was like or to investigate the “what ifs” of history constantly. I have used AI before, where learners can create a simulation of themselves, for example, in the French Revolution. They can choose their 'character' and make life choices to see where these choices will take them. This kind of exploration helps spark their curiosity and keeps them engaged in the learning process.

# data[].attributes.body
Critical thinking is essential in history. I try to use a variety of ways to spark learners' critical thinking. We evaluate both primary and secondary sources, compare perspectives, and form our own interpretations of events. I often have learners analyse different viewpoints and make arguments supported by evidence. This helps learners go beyond memorising facts—they learn to question, analyse, and build reasoned arguments based on historical evidence.

# data[].attributes.body
In the process drama, participants won’t just act, they’ll interrogate. They’ll step into different perspectives: the bullied, the bystander, the bully, and even the person behind the screen. Through role play and reflective moments, they’ll be challenged to ask: What drives this behaviour? What systems allow it? What choices do I have? The aim is to move from reaction to reflection, so they can think deeper, not just feel strongly.

# data[].attributes.body
As a teacher, I prioritize developing my students' critical thinking skills to help them become independent, analytical learners. I encourage them to question information, explore multiple perspectives, and justify their reasoning with evidence. In my classroom, I often use open-ended questions, debates, and real-world problem-solving tasks that challenge students to think deeply and reflectively. For example, during discussions, I ask students to evaluate different viewpoints and support their ideas with logical arguments. By fostering a learning environment where inquiry and analysis are valued, I help students become more thoughtful, discerning thinkers who are better equipped to make informed decisions both inside and outside of school.

# data[].attributes.body
We always hear people say that communication is key BUT collaboration is KEY!

As an English educator I create a classroom space where learners collaborate. This includes seating learners in groups. When learners work together the outcome is always better. Learners come up with the most beautiful ideas when they are encouraged to express themselves and work in a group.

# data[].attributes.body
This term we studied Greek Theatre and the play 'Antigone' by Sophocles. For their acting practical students were tasked with performing a monologue from the play. Inspired by Dr. Sue Jennings and Neuro Dramatic Play I took a different approach to teaching characterization. Once they had chosen their monologue the students were invited to create puppets depicting these characters. Thus began an extravaganza of creativity. When the character puppets were completed they were asked to make a shadow-self puppet of their chosen character. The shadow-self puppet did not have to be realistic but rather symbolic of the inner life of the character. Profound interpretations were created such as the above picture of 'Ismene' with her shadow-self - a glove puppet adorned with green pipe-cleaners to symbolize both her disgust and jealousy towards her sister 'Antigone'. Puppets in hand, students were then presented with the opportunity of making a 'theatre-in-a-box' in which to perform the scene of their monologue. The puppet characters were the stars of the show as the students re-created and improvised these scenes. The class became a travelling audience and were transported to ancient Greece, going from small theatre to small theatre. When the students finally came to perform their monologues in person there was evidence of layered characterization and advanced thought in stage set up, lighting and blocking. From creative play came excellence in performance.

# data[].attributes.body
Awakening Curiosity Through Storytelling and Sensory Play: Working recently with young children (18 months to 8 years) I combined storytelling and sensory play to awaken curiosity. By engaging their senses through the proximity to the sand and the sea, I told them a well-known story of Faith. They became curious as to the endeavors of the characters in the story and remained engaged until the end (even the 18 month old). This curiosity is vital to their formulating their own understanding of Faith, leading ultimately to a meaningful Spiritual journey through life. After the story was told they were invited to partake in messy play: sand play, clay play, painting, using glue and different textures and materials to create an artistic response to the story. They were also given the opportunity to 'wonder' about the story and to engage with the props used in the storytelling to re-enact the whole or parts thereof. This creative play typically moves from mess to form to creation which in itself produces curiosity as to the power of the different art mediums in self-expression.

# data[].attributes.headline
Collaboration in the classroom, incorporating Kagan strategies, group work, and pairing for engagement:

# data[].attributes.subject
Collaboration in the classroom, incorporating Kagan strategies, group work, and pairing for engagement:

# data[].attributes.body
Collaboration is at the heart of my classroom because I believe learning is a social, dynamic process. I use a range of Kagan cooperative learning structures to create a space where every scholar has a voice and a role. Strategies like Think-Pair-Share, Round Robin, and Numbered Heads Together help scholars process information together, build on each other’s thinking, and stay actively engaged. I intentionally group scholars in mixed-ability teams, rotating pairs and groups regularly so they can learn from diverse perspectives and build communication skills. Whether they’re solving problems, discussing a text, or brainstorming ideas, group work and pair tasks are carefully structured with clear roles and expectations. These collaborative structures not only deepen understanding of content but also promote accountability, empathy, and teamwork. I’ve seen shy scholars become more confident, and more advanced scholars grow in patience and leadership through this process. Collaboration isn’t just an activity in my class—it’s a culture that supports both academic and social-emotional growth.

# data[].attributes.headline
Promoting critical thinking through various formative assessment strategies

# data[].attributes.subject
Promoting critical thinking through various formative assessment strategies

# data[].attributes.body
To develop critical thinking in my classroom, I intentionally embed formative assessment strategies into daily instruction. I begin with questioning and checks for understanding, using open-ended and higher-order questions that challenge scholars to justify their thinking, analyze ideas, and make connections. During lessons, I often use daily routines and entry/exit activities—such as reflection prompts, “What If” scenarios, or quick opinion polls—to activate prior knowledge and assess how deeply scholars are processing concepts. I incorporate low-stakes assessments, like short written responses, quizzes, or graphic organizers, not to grade but to gauge scholars’ reasoning, uncover misconceptions, and guide next steps. Through peer discussions and academic conversations, scholars are encouraged to explain their ideas, listen actively, and respond to differing viewpoints. This dialogic practice pushes them to think more critically while also improving communication skills. In English, I apply discipline-specific literacy practices such as close reading, evidence-based writing, and inference tasks that sharpen analytical thinking. To make it all engaging and low-pressure, I use games and learning challenges like debate games, retrieval relays, or critical thinking card sorts, which promote deeper understanding in an interactive way. Together, these strategies make thinking visible, keep scholars actively involved, and cultivate a classroom culture where questioning and reasoning are celebrated daily.

# data[].attributes.body
Compassion creates a safe, supportive environment where learners feel valued, leading to better engagement, behavior, and academic performance. It builds trust, promotes respect, and supports emotional well-being. Practically, this means listening without judgment, showing patience, using kind words, celebrating effort, and creating space for mistakes. Simple actions like warm greetings, checking in, and being flexible with struggling learners help build a caring, inclusive classroom where all learners can thrive.

# data[].attributes.body
Clear communication is vital in the classroom. One should also be aware of the fact that some children don't have the vocabulary to express themselves and we should help them find the courage to speak up or out .Let create safe spaces for them to talk and listen to each other. Story telling could also be a creative way to help them express themselves.

# data[].attributes.headline
"Every  children needs at least one adult who is irrationally crazy about him/her " Urie Bronfenbrenner

# data[].attributes.subject
"Every  children needs at least one adult who is irrationally crazy about him/her " Urie Bronfenbrenner

# data[].attributes.body
Creating circles of care is crucial !!!

Some of the learners we work with come from dysfunctional families and we need to have compassion .Collaborate with other service providers if needed. Make sure all learners have a sense of belonging that is not based on any performance .

Inclusiveness is also important and celebrate small achievements .

# data[].attributes.body
The main way in which I foster collaboration in my History classroom is through my seating arrangement where desks are arranged in groups of four. This is then supported by class activities that will usually start off with individual (quiet) brainstorming work which will be followed by group discussions and then the activity concludes with a class discussion where groups have to select one or two learners to present to the class. Usually participation is incentivised too so the best group presentation usually wins boxes of smarties or fizzers. The incentive is their to encourage learners to work together and help each other by explaining some of the work in case they might have struggled in the individual brainstorming period.

# data[].attributes.body
I love seeing what the learners are capable of producing when allowed to use their imagination in the History classes. Allowing learners to use their imagination usually happens after we've covered the content and it's time to revise what they've learnt. This means that with revision activities, I would sometimes split learners up into groups (randomly or I'd let them choose) and each group would receive a particular topic to revise by summarising and then creating a presentation for the classroom which can be in the form of a rap, song, poem, podcast, a short skit and include posters and drawings. This is particularly useful for Grade 10 History where the content can be covered with ample time for revision so while the Songhai Empire or Ming Dynasty can be tricky to stimulate learners' interests, these revision activities have produced some good poems and raps in the past.

# data[].attributes.body
Ask open-ended questions: Pose questions that require more than a simple recall of facts, encouraging analysis, synthesis, and eevaluation. Encourage inquiry-based learning: Guide students to ask their own questions, investigate problems, and draw conclusions based on evidence.

Present real-world problems: Use authentic scenarios and case studies that require critical analysis and problem-solving.

Teach research skills: Guide students in evaluating sources, identifying bias, and synthesizing information from multiple perspectives.

Promote logical reasoning: Introduce concepts of logic, argumentation, and fallacy identification.

# data[].attributes.headline
Utilizing Critical Thinking in a science class!

# data[].attributes.subject
Utilizing Critical Thinking in a science class!

# data[].attributes.body
As a Life Sciences teacher this skill is essential in empowering my learners to analyze complex scientific concepts. I encourage - learners to break down complex biological processes, such as cellular respiration or genetics, into manageable components.

* Evaluating evidence: Use case studies or real-life examples to teach learners how to evaluate scientific evidence, identify biases, and draw informed conclusions.

* Problem-solving: Design activities that require learners to apply critical thinking to solve problems, such as designing an experiment to test the effect of pH on enzyme activity.

# data[].attributes.headline
Effective communication in a science Class!

# data[].attributes.subject
Effective communication in a science Class!

# data[].attributes.body
As a Life Sciences teacher this skill is essential in empowering my learners to articulate their thoughts effectively, and engage in meaningful discussions.

This is possible by -

- Articulating scientific concepts: Encourage learners to explain complex scientific concepts in their own words, using diagrams or illustrations to support their explanations.

- Collaborative discussions: Facilitate group discussions and debates on scientific topics, such as the ethics of genetic engineering or the impact of climate change on ecosystems.

- Presentations and reports: Assign learners to create presentations or reports on scientific topics, emphasizing the importance of clear communication, organization, and visual aids.

# data[].attributes.body
In my History classroom, I often use critical thinking to move learners beyond memorising facts toward analysing ideas and perspectives. Instead of asking only what happened, I guide them to ask why it happened, who is telling the story, and how different sources can be interpreted. When analysing sources, I encourage learners to evaluate reliability, identify bias, and consider the motives behind the source. This helps both strong and struggling learners see history as a dynamic process, not just a list of events to remember. To make it interesting and relevant I use recent Tik-Toks or headlines from newspapers to get and keep them engaged among the more "boring things from the past" to make them see relevance.

# data[].attributes.body
I believe effective collaboration is the best tool for learning and creating. To support collaboration, I tend to group learners of mixed abilities and assign clear roles so that everyone contributes meaningfully. Activities like group source analysis, structured debates, cafe-conversations and collaborative essay planning allow learners to build on each other’s strengths. Stronger learners help explain concepts, while weaker learners often bring fresh perspectives. This not only deepens understanding but also builds confidence and engagement for all learners. I make them believe that the best way to improve your understanding and solve problems is to hear yourself think and explain out loud.

# data[].attributes.headline
Mickayla: Two or more is better than one.

# data[].attributes.subject
Mickayla: Two or more is better than one.

# data[].attributes.body
I believe in the motion of peer to peer learning. Often learners are sitting with bright ideas but lack the courage to be vocal, especially in the classroom. That being said, I have seen how group learning or peer to peer learning builds the confidence of more anxious learners who overtime gain confidence and share their ideas and opinions more openly. Collaboration itself allows for learners to gain a multitude of views or methods that might not have discovered if they were always working independently. It also allows learners to grow more compassionate towards their classmates and cultivates leadership and teamwork skills from an early onset.

# data[].attributes.body
I feel that creativity usually becomes one of the elements that fade from the learning process. Overtime as children progress throughout school their access to a creative outlet becomes less and less. Outside of school projects children within the schools that I work have very little access to anything that resembles creativity. We expect learners to think of creative solutions but they don’t have the muscle memory to do so because it’s not a norm.  In our sessions we often introduce songs that connect to lessons. We have learners create props to bring more meaning to the books we read. Encourage our staff to dress up in costumes to allow characters to come to life.  We allow for creative spaces where learners get to act out plays or stories that often leads to them understanding storylines better. I strongly believe that unconventional teaching is what often gets children to engage more and reach beyond their own limitations.

# data[].attributes.headline
In my class I would normally prompt my learners to put on their thinking cap as a way of challenging them to think critically about the subject they would get excited about analyzing and synthesing the information. 

# data[].attributes.subject
In my class I would normally prompt my learners to put on their thinking cap as a way of challenging them to think critically about the subject they would get excited about analyzing and synthesing the information. 

# data[].attributes.body
In my language classroom, I would use collaboration by designing activities where students work together in pairs or small groups to practice speaking, writing, and problem-solving. For example, students could engage in role-plays, dialogues, or group storytelling projects where they, correct each other’s grammar, and build vocabulary together. This not only allows students to learn from one another but also creates a supportive environment where learners feel more comfortable taking risks with the language. Collaboration helps develop communication skills and builds a sense of classroom community.

# data[].attributes.body
I would foster curiosity by incorporating real-world and culturally rich materials that spark students’ interest in the language and its context. For instance, I could introduce authentic songs, videos, news articles, or short stories from countries where the language is spoken. I would also encourage students to ask questions about cultural differences, language expressions, and idioms they encounter. By creating inquiry-based lessons where students explore language through discovery, I can help them become more intrinsically motivated to learn and apply the language beyond the classroom.

# data[].attributes.body
While most of my learners are outspoken, some tend to fall through the cracks during class discussions, often due to shyness or a lack of confidence in their ideas. Right at the beginning of the year, I started by introducing a topic and then placing students in pairs or small groups (2–3 learners) to engage in focused discussion. Over time, I gradually increased the group sizes, which helped students become more comfortable sharing their thoughts. Eventually, they began contributing confidently in whole class settings. This approach set a strong foundation for collaborative tasks throughout the year.
It’s an oldie, but a goodie and it worked!

# data[].attributes.body
A simple activity that needs regular repetition to be more successful is verbalising positive affirmations "I am light, I am love, I am peace" together at the end of the lesson, which has often been quite an atmosphere altering/joy bringing way to end class.