| The thing about creative solutions is that it feels | | | | for things like landing a man on the moon, but it |
| great when you come up with one and it works. | | | | works well when two people are trying to put |
| Of course, a creative solution is not always the | | | | together a model airplane too. |
| best solution. That is why millions of children | | | | - Encourage discovery instead of telling a child he |
| memorize their times tables, but not every child | | | | or she must learn something. |
| can quickly recall that 6 x 7 = 42. Try a creative | | | | - Encourage "what would happen if . . . " thinking - |
| approach when rote memorization is not working. | | | | Otherwise known visualization - "What would |
| There are five natural ways for parents, | | | | happen if," means being able to see a solution |
| grandparents, teachers to help a child to solve | | | | before it actually exists, it also means looking for |
| problems by tapping into their creativity. | | | | alternative solutions. |
| - Encourage a "that is interesting" attitude - Look | | | | Here's an example of a poem that I wrote: |
| at problems as interesting challenges to be solved. | | | | The Wavy Line Theory |
| This attitude opens the door for creative | | | | When I can't draw a perfectly straight line |
| solutions. | | | | I don't try |
| - Encourage "turn around thinking" - , Stop doing | | | | I draw a wavy line |
| the same solution that doesn't work, and try a | | | | Everyone thinks it's supposed to be that way! |
| different approach. Let's say your child can not | | | | The point of the poem is that perfectionism isn't |
| remember that 6 x 7 = 42. Ask him or her, | | | | always the best way. Sometimes, different ways |
| 'What's 2 times 3?' When he answers '6' say, | | | | of doing things are just fine. |
| 'What's three times seven?' When he answers 21 | | | | I use these techniques all of the time in the books |
| say, "What's 2 x 21?' He'll probably say, '42'. Now | | | | I write for children. They like the stories and |
| say, 'How could we turn the problem around?' | | | | books, and I make my point by letting them |
| You're looking for him or her to respond ,'2 times | | | | discover knowledge, instead of teaching. |
| 3 times 7, or '3 times 2 times 7.' | | | | The next time your child is frustrated, try saying, |
| - Encourage team solutions - What is almost | | | | "That's interesting. I wonder if we can turn the |
| impossible for one person to do, is often easy for | | | | problem around." Then work on it together, and |
| someone else with different skills. Working | | | | discover new solutions. It will feel great, for both |
| together to make things happen is a requirement | | | | of you. |