I am glad that creative practitioners can take their expertise to the classroom as this enlivens the lessons whilst broadening teachers' and students’ horizons. From there, we conceptualise how to transfer the skills and competencies (creative thinking methods) the students have grasped to the Chinese Language subject.

Students’ abilities and creativity are unlimited. There is no need to worry that they may fail as long as they are given a chance to try. The result can be focusing more on the process rather than the product produced.

It turns out that as long as everyone shares a clear and straightforward goal, and is willing to exert themselves regardless of “me”/ “you”, trust and support each other while sharing responsibilities and forging ahead step by step, then we can be more effective and better prepared to tackling more significant issues when we are doing more than just dividing up the workload and working together.

Not only does Creative Classroom imply installations of hardware, but it also indicates teachers’ mental preparedness: willingness to listen and let students choose, tolerance of errors and uncertainties, more interaction and flexibility with students, and emphasis on the process rather than the outcome.

Students gained confidence in understanding that ways of expression can be varied with no standard answers. The imaginative and inquisitive nature of the object guessing activity helps students to be more motivated to come up with their own answers and to use creative learning skills.

I have become aware of the slight changes in students’ thinking. They attempted to employ more inquisitive and investigative techniques to conduct insightful conversations during group discussions.

I notice that students’ concealed abilities such as teamwork, division of labour and helping peers are unveiled with more support and encouragement. More collaboration between students has facilitated increased feelings and reflection on creative artwork between.

Students have the opportunity to use materials that they are not familiar with to work on the project, hence exploring the utilisation of various materials. They can integrate their thoughts into their craft and design.

Responses to the activity were great. Shy and quiet students might appear more reluctant to speak, yet they are diligent in their creative craft. I look forward to them lowering their guard and interacting with their peers with more energy and vigour.

Collaborating on a task can be accomplished without using words; communicating through a gaze or a gesture will do.

We should tolerate students making mistakes. The more we are aware of students committing mistakes, the more we have to provide time and space for students to continue exploring. Only if students explore continuously can they catalyse more things deemed impossible before.

I realise students have become more enthusiastic about writing with teeming inspirations after a year of lessons. Moreover, grouping them in pairs to work on tasks enables them to work together and express their individual views.

Everyone has their unique ideas. Everyone needs to learn ways of being receptive to other people reshaping their thoughts and merging different ideas.

I did not expect students to be able to learn how to observe and refer to others’ performance to improve themselves. And indeed, they can construe a better way to perform.

Not only do we impart knowledge to students, we also cultivate their independent thinking, creativity and empathy. I hope students can bring the positive energy of music and happiness to others.

I found loads of possibilities for questioning. I reflect on my teaching upon hearing different people’s interesting perspectives on questioning.

I thought creativity would only be particularly apparent in some subjects, but now I realise creativity is a mindset that can be placed in any circumstance/environment and methodically fostered.

Collaboration only works when everyone spends time communicating, exploring, negotiating, and working out things with an open mind.

Collaboration is not merely about dividing the workload, nor is it solely about complete compromise; collaboration implies expressing one’s thoughts of one’s own accord.

With multiple classroom exercises, Students’ thinking patterns are gradually broadened, and they can think divergently. They are able to employ certain qualities of objects from observation to create an alternative style of utilisation.

I won’t be fixating on accomplishing the objectives for each lesson; instead, I will focus more on students’ feelings during the process.

Students are eager to express their feelings about the colours and symmetrical patterns. I notice students are increasingly aware that they can express their personal feelings during class and that there is no distinction between right and wrong. Thus, they are more motivated to do so and understand their values.

Creating an inspiring question for students is more challenging than you think; it requires teachers to carefully consider the teaching objectives and learning scope to ask the right question.

The theme revolves around plants and insects in nature with different materials which allows students to explore more possibilities. There is no right and wrong in art. I let students articulate and express as they see fit, where I gain more valuable experiences.

Students were interested in unusual instruments and were willing to learn unconventional sound-making methods. Besides, it takes time to develop and cultivate creative thinking and students’ reflection, and teachers need to work on their diligent observation in their everyday lives.

Teachers do not just observe and maintain discipline in class. It is a collective participation and shared experience between students, teachers and creative practitioners.

I learnt from the teachers and students at school while sharing my ideas. I assist students in finding what they want by building connections with them.

Teaching goes in tandem with learning. While we as teachers are willing to change the established mode, we should also motivate students to break away from conventional thinking and not be moulded by dated values, then becoming indistinguishable from one another.

Applying divergent thinking has become a habit in my daily life. A Creative Classroom is disparate from a normal classroom and should remain different.

Implementation of Creative Classroom is not an expeditious process. It is vital to nurture students with a sense of readiness so that they can engage with different materials and learning methods, plus working with the teachers effectively one step at a time to revise the curriculum.

The character “建 build” resembles a ship that carries many people and knowledge with an infinite capacity. When you add the radical “彳” to the “ship”, it becomes “律 discipline”, and the human element produces infinite creative changes to routine and regularity.

The reason I picked architecture is that primary students generally have less access to this discipline. By designing spaces for little human figures through paper or other materials, students can then envisage using rainbow umbrellas and different fabrics to attempt to create spaces for people.

The school offered a “safe space” for teachers and students, from spatial art to creative issues, it can accommodate ideas and concepts different from the past. I am delighted that students are achieving further and better than expected!