Volume 4, 2015

Promoting Problem Solving and Creative

Thinking in Schools
VIDA SAMADI1, COBRA MOHAMMADI2

1.Master of Sciences in Education (Primary Education)

2.Master of Sciences in Education (Curriculum Education)

Abstract: In a fast binary world, which deals with uncertainty and complex problems, as
teachers can create and develop a learning environment that promotes creative thinking
and problem solving skills in students? What types of methods and the climate of
classroom make teachers should contribute to confront difficult electronic world, and how
students can respond to this structural class activities? Therefore, this article puts forward
a discussion about the complexity ofcreativity and shares the results of a one-year study
conducted at the Iranian school. In this study, researchers examined the methods of
teaching and classroom climate created by exemplary teachers who have proven
exceptional training approaches, styles and techniques that have contributed to the
building creative learning environment in which the decisive creative thinking and
problem skills were increased.

Keywords: Creative thinking; problem-solving; constructivism; pedagogic strategies;

constructivism; learning

Introduction:
Several studies of educational psychology literature have shown that the numerous
educational, training, and academic factors greatly influence the future of student learning
and future performance Career workplace. Existing research in educational psychology, in
additive to life experience, workplace experience, and individual ideas uncovered
shortcomings in educational me hods and teaching strategies in that creative thinking and
problem solving are cognizant at all levels of education. In addition, the observation of
numerous scientific experiments that students meet during their undergraduate studies
suggest that these shortcomings in the methods of teaching and strategy significantly
hinder the ability of students to become productive workers. The survey have asked 460
students the following question: "Given that a student who leaves this school has to be a
contributing member of society, what do you think are important skills, abilities and
awareness crucial to your higher education? “Responses to this question did not include,
but of the few that is fewer than 8, the proposal that students should have a creative
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thinking and problem solving skills to live out and competitive "Real" world. None of the
answers has not written anything about the work or its role in to prepare students to face
the ever-changing information globe. In a world that isaiming at a continuous flow of
creativity and innovation, finding survey was dazzling schools administration! Thus, the
authors of this article conducted this study to identify and examine examples of educational
approacheseight carefully selected school teachers who added to the learning environment
that nurtured by creative thinking and problem solving to encourage students to think
creatively and critically. Research questions that helped steer research Process were:
1. What kinds of methods, strategies, interactions and communications made practice
teacher to develop creative thinking and problem solving skills in students?
2. How did the personal characteristics of teachers promote creativity in classroom?
3. What were the students' standpoints via classroom environment that promoted
creative thinking and problem solving?

Methodology
This study focused on training, research, and to identify teaching methods of model
teachers. The researcher elected to conduct the study, the high school for the following
reasons: a) the entry was possible; b) a compound of many processes teachers, programs,
interactions, advanced technology, and future innovations existed; and c) spend enough
time in the context.Was chosen few who exhibit excellence in the methods and strategies to
promote creative thinking and classroom problem solving professor applicant pool.
Students were the main source in determining the targeted sample teacher. Other
information, such as teacher interviews, creative thinking list, and the students' responses
with the assistance ofthe selection process. The researchers conducted semi-structured
and informal interviews with selected students and teachers appear Featured, among them,
the researchers found that the collection and analysis of cognitive attitude, style, and
interactive classroom environment conducive to learning strategies, to try to encourage
creative thinking and problem solving. Defendant pool of teachers in the LSC did not
include part-time adjunct instructors because supplements do not have permanent
position or long-term contracts, so students may not have had the opportunity.
Thus, the researcher achieved a consistently, half-structured and informal surveys with
selected respondents. Researcherdeveloped using ethnographic interview process
recommended by Spradley (1979). The data that the researcher collected from classroom
observations, exploration, research and surveys of students with respect to such classroom
protection assistance in the preparation of the analysis findings. Artifacts (e.g., sound
recordings and software), and assistance with data collection and analysis of the processes.
Documents from the literature, curriculum Vitas teachers, and other important exclusive
information, and writing students to teachers, available reference documents, as well as
data from formal and informal interviews with students and teachers were also part of the
data collection process.

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Procedures
The researcher used the following procedure for the conduct of this study:
Study processed in three stages. In stage I, the researcher achieved half-structured and
easy interviews with students and teachers. A total of 220 half-structured interviews and
easy Interviews were achieved to help in the selection of atopic teacher pool. In addition,
the researcher selected and interviewed mentioned most often students from the data
collection and analysis that showed clear signs of strengthening the learning environment
that promotes creative thinking.
Data collection, data analysis, process, test and design staff brings new interpretation,
dialectical process (HDP),In naturalistic observational studies, the establishment of the
authenticity of the method, which appears on all stakeholders (interested parties, such as
government or teachers design) have the same record in the process to share findings,
recommendations, and options. At the same time, the process educates and gives all
interested story.HDP was continuous throughout the study. Datacollected and analyzed,
with stage I of the students and teachers interviewed were the main tools in the
identification of a targeted sample of teachers. Checklistsupport the process of selecting a
model teacher, came out of the Data analysis, conclusions, and synthesis of scientific
literature and assistance in development of a list.
In the second stage, researchers continue to add data reflexive journal, scientific
literature,documents exams, review, data collection, data analysis and verification
processes members. Researcherattempted to form a connection between the common
structures by introducing them into hermeneutic-dialectic circle. In addition, the
researcher conducted classroom Observation and study of eight classrooms teachers. Stage
III, the final stage continuum of stages I and II, included a review of student relations
observed parameters of the class and the summary report. Data acquisition and data
Analysis continued in the preparation of the final report. Data collection and analysis
continued in the preparation of the report and a final presentation.
 Continuous capture and observe from the classroom to analyze easy interviews,
teacher and survey data, and surveys of student relations contributed to the
creation of short case studies for further analysis of the data from the each teacher.
 Researcher spent most of face to face interview; however, some Interviews were
conducted by telephone, when the students were not able to meet with researcher
personally. Analysis and data integration provides the following new data Collection
from each interview, monitoring, interviews, critical occurrence, and informal talks
with respondents.
 Researchers have established the authenticity of all the design, interpretation of the
dialectical process. Thus, the design of all stakeholders belongs Entrance is in the
process to share findings, recommendations and lessons action. Achieve higher
levels of information and mutual interest to explore the synthesis, the researchers
collected the parties to different points of view compared stakeholders, these views,
and compare them (Gobi and Lincoln, 1989).

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Data Analysis
The researchers collected data and analyzed it in accordance with the naturalistic
ethnographic inquiry and the guidelines set forth in the constant comparative method,
interactive process, which consists of three parallel flow activity. Those three elements:
decrease of data, display data, and the result of the exposure and checking (Grandson,
Harris, Skipper & Allen, 1993). Data analysis followed each interview, each observation
period, and at the conclusion of each parameter field intelligence. Researcher
independently categories coded and systematically examined the data to determine the
components and the whole relationship. ResearcherCollected, classified and sorted data the
following interview, research, observations and surveys attitude. In addition, the data he
collected during a recent interview from the response, for example, and compare it with the
previous answer to find inconsistencies, inconsistencies, anomalies and negative
cases.Systematic steps in analyzing data collected from this study involved design of
context and review of these constructs into meaningful whole relations in accordance with
the requirements of Lincoln and Guba (1985) four stages:
• Using the detailed data of the items, observations and notes in small pieces of
information, the researcher separately recorded content each interview question and
observation data; they could exist independently without additional information, other
than broad, general understanding context.
• Emergent category designation, mix with temporal categories on index cards that related
to the same content. All units are adapted to with categories of ideas. New units that were
not a good fit compared to similarity to existing categories received a new classification.
• The researcher analysis assumes that the refinement process is used in the case where
the negative electrode, it is not necessary, without exception, for all known cases. Tuned to
discretionary interpretation of the respondents and the accompanying collected Data, the
researcher examined the data that contradicted construction of reality.
• Researcher bridged data whenever two or more of the categories proposed unidentified
link with the early data collection. Emerging categories supplemented by additional data
collection. Rich, untapped sources of data have emerged for further data acquisition,
analysis and study.
• The process of interviewing, analysis, monitoring, and to identify new respondents
continued to information not become excessive or long fallen into two or more categories
of construction This is not in line with each other. The researchers expanded the sample of
respondents, while the redundant, with respect to Information has been reached and a
consensus was reached. At this point, the sampling concluded. Then, the researcher
authored all structure in hermeneutic dialectic Process (HDP),to reach an accordance and
to concurrently educate and empower all stakeholders involved.
• The researcher followed the principles of naturalistic methods of investigation
(Erlandson, et al. 1993; Guba and Lincoln, 1989; Lincoln and Guba, 1985) to communicate
complex interrelationships and multiple realities of the study site in allow cognitive,
emotional reaction on the part of the target audience.
In addition, the researcher used different methods of naturalistic inquiry establish
credibility and build confidence, portability, reliability and compliance. Because teaching,

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training, and education are complex structures, it would not be possible in this study to
investigate, study, and report the results of all one educational factors imposed teachers
and educators that affect the future performance of the student in the career workplace. To
certify the reliability of this study, the researcher employed the following methods:
• To establish credibility (equivalent to internal validity), the researcher used a number of
methods to confirm that the process of collecting and analyzing Data not compromise
accuracy. To better understand the environmental separate classes, teachers use
techniques and strategies under class, cultural and social conditions, the researchers
engaged in tough, long-term observations of the classroom. These long-term observations
allow researchers to distinguish usually occurring circumstances of misconceptions about
the classroom environment, caused by specific events or the freshness of the researcher
and the respondents to each other's presence.
Long-term participation also helped the researcher to build trust with respondents. During
the interview, or immediately after, Researcher used a check-members of each respondent.
Formal or informal comprehensive inspections of members confirmed the accuracy of the
findings.

Frequent and regular researcher, together with experts familiar with the study and its
participants debriefs, check the data collection procedures, analysis and conclusions.
Analyzed, reviewed, and listened to ideas and concerns of the researcher and asked leading
questions to test the hypothesis and emerging design. Through methodological
triangulation, the researcher cross-checked interpretation of the data collected during the
interviews, reference materials, observation and relevant information. Student reports,
documents, curricula, biographical information, commentary, newsletters, and notes
provided background means to support the interpretation of the data analysis and audit.
Reflective journal record recorded researcher allowed the researcher to process research
and reflect on it as the study matured. In addition, researchers have attempted to explain
or interpret the data discretionary.
• To determine the tolerability (equivalent to external actions), the researcher used
targeted sampling methods in the selection of respondents who could provide most
information.
• Certification of reliability (equivalent reliability) was a researcher, throughout the
interview process, in the expert analysis with interested and informed person. In addition,
the researcher presented the study Proposal on local and national conferences. In addition,
the researcher also met with academic and industry experts to share emerging constructs
from this study them. Installed audit helps the auditor in determining the validity of the
study and demonstrate thatdocuments accurately and fairly in the process of interpretation
and made by the researcher.
• To set the corroboration (the equivalent of objectivity), the researcher built and
maintained by the audit system of record that provides thick description for the request
context and the process used to investigate it. To present the research process, all data
were in the files, the original data files, data files and compression recovery.

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• The researcher has established the authenticity by combining all structures hermeneutic-
dialectic process. All stakeholders have an equal record in the process to share their
designs with respect to the conclusions, recommendations, and options.

Result
For decades, education in the United States has experienced a quiet and gradual revolution
objectives and the methods used to raise awareness for creative problem solving and
creative experiences. However, many teachers still do not understand what changes
occurred in the more creative side of education. Likewise, the irrelevant changes have
taken place in the methods of teaching and teacher-student relationships (Hamza
&Alhalabi, 1999; Smith & Ragan, 2000; Torrance, 1977; Torrance & Safter, 1990). There
were several major factors of this study and interviews classroom observations of students
and teachers, which contributed more than understanding of the student, the teacher and
the field of creative thinking. These projects generated climate can greatly help teachers
help lateral thinking ability and construct. And, although these factors different in nature
and intensity of the creation of the teachers observed classes, such factors become pillars in
the construction environment that fosters creative thinking and problem solving. Careful
analysis of the data showed that these factors are repeated in Answers interviews and in
the classroom observations. These factorsinclude: climate, teacher personality (character
traits), teacher ratio (to Title and teaching), classroom management, teacher knowledge,
and teacher-student interaction and student relationships. Designs that have emerged from
this study shows that there is no ultimate method to use in training, and there is no the best
way to stimulate the learning environment in the classroom that promotes creative
thinking. Although these teachers’ different character, style of teaching, and in environment
they have created, they have shared valuable quality. They are: 1) learned from failures and
successes; 2) had a strong passion for what they do; 3) attracted a massive experience from
exercising a positive impact on teaching and learning; 4) concern for student success and
failure; 5) experienced a life is not unique prospects; 6) were very interested in the subject
taught; 7) had a whole knowledge of other fields and areas of study; 8) use the analysis and
synthesis processes in decision-making; 9) developed an extensive body of knowledge in
this topic taught; and 10) created a unique, original styles and teaching methods.
These characteristics have allowed these teachers to show wonderful results in the
learning process, which is reflected in the students' responses and the survey of attitudes.
Some teachers even more analysis, logic and systematic; seems to show some research and
found more support. Some people are a combination of both. Despite their individual
styles, approaches and differences from the classroom, all expressed their faith conduct
training spontaneous, intuitive, unique, and original. In contrast, however, this nation
education system tends to emphasize the more consistent, linear, logical, analytical,
individualistic, and depends on the field of cognitive styles (Hilliard, 1989; Kuykendall,
1992).

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By Torrance and SAFTER (1990), students prefer to study innovative research, question,
experiment, operation, and testing of hearing. Responding to the powerful cultural forces,
however, pedagogics institutions encourage intelligence and logic, insisting that students
learn the power. It is noteworthy that the students not learn only through authoritarian
command. Authoritarian systems training lacks flexibility, originality, design, uniqueness,
originality, fluency, and appropriateness of creative thinking. "Saving the lives of the people
of the path and future security depends on its most important national resources;
intellectual ability and, more importantly, creativity. It is high time that we learn all we can
those resources "(Guilford, 1959, p. 2, Masuri & de Korte, 2005).
In the atmosphere of the present invention, Paul Rotorua Lance wrote: "When the people
or the people create their lives and grow when they stop doing what they rot and die.
Teachers and students as colleges come from different walks of life; however, seeks to
create a unique experience, and promote the praise of creative thinking and problem-
solving for students and teachers.

Many students seem to learn and to think more seriously, and in a "safe environment"
more creative that is often used by students and teachers in the interview terminology.
Their way of thinking, safe working conditions that they do not feel threatened, but it feels
very convenient to express their views and ideas conditions. Many of these students are
intuitive, courageous risk-takers; they are wonderful, open to change, creative, emotional,
dedicated, and care about their experiences of learning. In turn, they also hold the same
expectations their teachers. When they visited the researcher that is creative environment,
students used the following key words, most often in to express their views: Education;
pleaser; attraction; Freedom voice opinions; enthusiasm; comfortable and safe
environment; humor; call; openness; teachers love to teach and to subject taught; support
to think; The interaction of teacher and student; student-student cooperation, respect, and
challenge their own thinking. They also expressed their opinions about the experience that
they tend to have a students. Experience this experience stands in stark contrast, they have
with favorite exemplary teachers. In those classes students often noted that, unlike the
above-mentioned creative they felt stifled in terms of creative ideas. In addition, in their
opinion, the overwhelming pressure on comply with and conform to the rigid class
structure principles. On the other hand, participant pool of teachers selected for this study
was open to new opportunities. Most of them spoke openly about the need to change the
outdated educational the system. And most have expressed frustration with the rigid and
"so traditional"

Thinking and learning systems. They answered the students' questions, comments and
questions; thought to check the importance and value of their students; but they are good
at capturing the attention of students. Additionally, they understood the importance of
basic skills to creativity and emphasized these skills in their classes. They are guided by the
students in the learning process with caution, wisdom, and knowledge. Some teachers use a
variety of approaches, not only to motivate students in their thinking, but also to make
interest and excitement. Often they built the debates, discussions and role-playing

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scenarios for achieving such purpose. Without exception, these teachers are connected to
the preliminary information and skills necessary prior to input new information and new
knowledge. They used the Brainstorming activities and synaptic (known creative thinking
technique making the familiar strange and the strange familiar) exercise related issues and
ideas that seem difficult, if not impossible, to relate. Throughout the training Process, these
teachers used the critical monitoring and continuous evaluation methods (through
discussion, group projects, or the interaction of the teacher-student) to assist in
preliminary diagnosis of the skills that students already possess. The creation of these
teacher assessment was necessary to plan training and attention individual needs of
students aiming to study new materials and new skills.
In essence, these teachers are able to minimize trouble and prevent unnecessary
directions;it allowed more time for teachers to focus on issues such as skills gaps and
content misinterpretation (Gagne, et al, 1992; Smith & Ragan, 2000). Some of the teachers
encouraged students to make connections independently; other compounds created for
them. All of these teachers showed respect for the students and treated them as adults,
young fellow, and future specialists.

As contentious debate came out opposing views of student, these teachers showed respect
to the opinions of everyone. Furthermore, they were not afraid to tell students: "I do not
know." None of these teachers did not claim that he or she had all the answers; they are all
looking for answers when students presented uncertainties. These teachers also provided
guidance and direction to students; they critically, constructively and creatively monitoring
and coaching issues activities and exercises. Without exception, these teachers spent a lot
of time and effort, in addition to the physical limitations of time in the classroom.
Before, during, or after the lectures, some of the teachers engaged students in the activities,
exercises and games. These teachers informed the students with a view to such activities.
Other teachers lecture and students engaged in the learning process by calling their
attention and interest in the subject. Despite the nature of Tae Title, all teachers stirred the
interest of students, comparing the important issues related to with unrelated issues.
Through their unique style of teaching, these teachers possessed a rich body of experience
and specificity domain knowledge. They also have non-specific global expertise in other
unrelated fields. Neither of these followed the script, tough or otherwise; however, they all
knew where they were, where to go, how to get there, and when they arrived, in order to
achieve the maintenance of training Purpose. Despite their educational content styles,
these teachers are reminded identify and discuss the non-context-related topics for the
analysis of complex ideas; they information is transmitted and efficiently.
The teacher stressed the importance of these meanings, the newly established data
collection, processing it, and finishing it with discretion in deciding the issue of
information, and its classification.All used uniquely individual approaches to stimulate
curiosity and interest among the students; they told jokes, used humor, used individualized
History, used the previous and current events, and is used metaphorical analogy. Not only
do they cause so much interest, but also to help students develop their own ideas and
depth of knowledge.

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Responding students' questions with other problematic issues, teachers created by half-
structured and open environment to enhance students' thinking and decision making skills.
These teachers were leaders, mediators and trainers of their classes; they are balanced
academic environment they created through intuition and query in order to better serve
the needs of student learning and thinking. With the teacher as a guide, many students
released thrust to dig deeper; explore unknown. These teachers have inspired students in
their positive attitude and their passion for what they do. This attitude is not only
encouraged students learn, but also helped to create a positive environment that promoted
learning fun.Teachers enjoyed what they did and shared this pleasure with the students.
Lead their classroom as an example and is constantly striving to inspire appreciation
forteaching excellence, these teachers have taken countless efforts to become role models
for their students.
Some well-structured teaching methods were based lecture; other teachers rather free
style of training. They performed a variety of activities focused on the student through class
discussion, group discussions, games, (acting out problems and conflicts), brainstorming,
and synaptic. They did not allow their individual learning methods, however, to exclude
them from the accompanying students embark on a journey of thought and intelligence.
Some teachers are more others practiced different techniques and strategies to create an
environment fostered learning and creative thinking. Deserve mention; strength of this the
study did not live in one exemplary teacher style, methods or strategies. These methods,
styles and synthetic strategies to help create a learning environment to promote creative
thinking and problem solving skills.
Differences good teachers, effective teachers and between teachers of creative chaos
caused by the researchers, when he tried to answer this complex question. To solve such a
complicated issue, the researcher journeyed to meet with world-well known educational
psychologist, and set this amazing question to Dr. Torrance. Amongstaneffective, good, and
creative teacher, he replied that there is no distinction between them. He acknowledged
that a good teacher is effective and creative.
Understanding, measuring, and the development of creative thinking abilities are part of
the great dream of the teacher to achieve a more humane form of education in which all
children will have a better chance to achieve their individual capabilities. It is obvious from
Importance to society, that the creative talent to be identified, developed, and used.
(Torrance, 1977, p.33)
Emerging findings established that, as a rule agree with Dr. Torrance structure. Finally, the
researchers have an additional explanations: Good teachers can be effective teachers; but
good teachers cannot be creative teachers. Good teachers can be effective teachers if they
are used their effectiveness in favor of the student to achieve for educational purposes;
However, effective teachers cannot be creative teachers. Creative teachers have good
teachers and positive characteristics of effective teachers. Apart from that, their novelty
and uniqueness is the creative fulfilled.Teachers and students have collaborated in these
observed classroom settings to explore issues of concern to detect script and look for
possible solutions.

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However, these teachers differed in how they were looking for such answers. Some teacher
on the basis of their primary methods of training on discussion, controversial debate, drill
and practice, exploration, and discovery. Other teachers on the basis of their Basic
methodological approaches to lectures and presentations. In varying degrees, their
methods were examined four areas of study. Some teachers focus on Cognitive training
area; other teachers focused more attention affective domain involving motor skills and
interpersonal skills. Only three of the eight teachers incorporate elements of all areas. This
attention seemed to change in accordance with the discipline of the subjects taught and in
accordance with the teacher interest in the subject he or she teaches.
Most of the students in this study seemed concerned about the way in which that teachers
treat them. Answers many students showed deep appreciation and admiration for the
teachers selected for this study. They pointed out a lot of respect for those teachers who
treated them with respect, honesty and integrity. In addition, students also showed
appreciation for the teachers, who considered them as adults; people with specific rights,
needs, feelings, and diversions capacity. Many of these students, who praise the teachers in
this study said Researcher that they felt a lack of attention and lack of communication
during Course of their academic studies with some other teachers. As a result, students feel
resistance from the teachers who denied them. Their perceived refusal to give negative
impressions, apathy, and a strong dislike for some In addition, the researcher noted during
classroom observations that less structured classroom management .It seemed to provide
greater flexibility and a greater likelihood for students to study than did the well-
structured classes. Students tended, however, in favor of some structure, unlike the
structure is not quite. They would prefer to know that the teacher is expected of them in
the achievement of the required learning objectives. That students seemed to be most
afraid of failure; and, when they lacked the necessary skills input they also seemed to be
less self-confidence. They preferred to more clearly determine by the structure of the class,
because it reduces the ambiguity of the training content.
Who are customized to well-structured classes other students learn in the classroom to
complainthe lack of disintegration structure, Many students correlates Structure with
compliance, monitoring, lack of flexibility and traditional lectures. Performance of student
responses that they should feel humanitarian alliance with teachers. Achieving a balance
structure, and flexibility in terms of the classroom; achieve educational goals;
accommodate a variety of training needs; these exemplary teachers have shared all these
qualities. Teachers to attract students' interest and stimulate curiosity in the learning
process capability seems to achieve its purpose and content of learning is very important to
educate them.
Most students showed great interest in learning to creative team Analytical methods and
commands as well. They were relaxed, comfortable the climate on the authority, the
appropriate climate. Students of all ages who listen to their teachers; commands and
requests feeling who found, unlike the teacher who issued. Open communication between
the student and the teacher seemed to build trust therein. Exemplary teachers carefully,
deliberately and consciously chosen and organized the material, which they presented to
the students. They do not follow strictly existing guidelines, as their rich body of knowledge

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and in-depth; but they remembered about the learning objectives and how to achieve them.
They have created open environment; encouraging an enabling environment that allowed
students expand its efforts in training to become independent thinkers and problem
solvers. Most students prefer a teacher to lead the class on coaching, guiding and
facilitating the overall experience.
Notably, some teachers use teacher-centered methods; they creatively feeling that they are
self-centered classroom. In this type of class, teachers and lean towards a renewed and
novelty; they entertain the students, making it out of the ordinary and are contrary to the
existing rules, to gain popularity with their students. However, such work is not student-
centered; it is not controlled by op evaluated critically, logically or reasonably. They
integrate technology into their classrooms and have higher technological skills than others.
Three of the four teachers who felt a lack of support for their ideas, use a combination of
methods of teaching. As Output Use these combined methods seem to allow a greater
tendency to be creative in cool. Interestingly, the eight teachers selected for the targeted
sample exhibiting a large difference in the classroom, on the integration of technical means.
Some seemed to be enthusiastic about new technologies and actively sought to expand
their knowledge in these areas. Others do not use the new technology in their classes, or
they used them very little. These teachers seemed apathetic to the technology and have
indicated that they do not use these tools.
All eight teachers agreed that many incoming students lacked the necessary skills input;
therefore, they tried to strengthen and update the students in the desired entry skills
necessary for the study of the current object. In addition, many of the critical incidents
researcher collected the entire study confirmed statements teacher that described the
obstacles and difficulties in the integration of technology into classes. During the
researcher conducted the study, college president and two of the three service chiefs of
departments in middle management positions resigned.

Conclusion
Design emerging from this study indicate the importance of strengthening learning
environment that promotes creative thinking and problem solving. as Result, the
researcher noted that these teachers are built on teaching methods associations and
education the following elements: 1) the environment in the classroom; 2) teacher traits of
character; 3) classroom management; 4) The passion of the teacher and the attitude
towards students, Subject, and training; 5) teaching style, what and how; 6) Teachers
knowledge; 7) teacher-student interaction; and 8) the ratio of students.
Emotions, attitudes, behaviors, boundaries and limit the impact of the temporary
classroom culture is usually a length of a semester, the establishment of teachers and
students. In this study, the researchers point out that this furthering creative thinking and
problem solving skills those classroom atmosphere is: open, comfortable, relaxed,
sophisticated, safe, supportive, trusting, humorous, voltage, and a joint. Such climatic
rewarded creative behavior and encouraged thinking and investigating processes; Students
can freely express through non-minatory, entertaining and enjoyable way opinions. This
study selected approximate teachers have many common features. They are:

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accessible, personable, creative, caring, flexible, knowledgeable, energetic, It is interesting,

motivating, creative, innovative, aesthetic, seekers of opportunities, leaders, astute,
Original and unique.
In addition, researchers noted that teachers manage conflicts and minimize interference,
class design and practical environment to create the ability to innovate classroom activities
are important to the smooth management of the environment of the classroom. The
researcher noted that the passion for the subject content of influenced the manner in which
people taught in class; which, in turn, reflects a strong commitment to student learning and
success. It should be noted that the researcher noted that teachers who use a positive
attitude toward students and the substantive content of stimulated curiosity in their
students and as a result interest in the subject. As someone who teaches is vital to learning.
Use a teacher of diverse techniques and strategies in the presentation of subject content,
and leading reviews negotiate, and in the promotion of small interaction groups, nourishes
student curiosity. These approaches encourage students to explore issues of contrasting
views.Another important factor in selecting the content to be taught. Pay attention to the
quality of education, the amount of information is not provided to support the students'
curiosity and encourage exploration of esoteric help teachers. The researcher noted that
the topic teachers selected for this study exhibited in-depth and rich specificity of
knowledge in the subject area and Study. These teachers also spent a considerable amount
of knowledge about other issues, the fact and domains. The researcher also noted that the
teacher-student cooperation in class sought the assistance of the many option in the
creative environment. In addition, these teachers displayed great respect for the students
who were asked to unusually questions and who held conflicting views.

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