A teacher can encourage creative learners in her classroom by

Creativity in learners is nurtured chiefly through divergent thinking — the capacity to generate several original responses to an open-ended situation instead of converging on one fixed answer. Educational psychology (Guilford's work on divergent thinking, Torrance's studies on creative development) shows that a facilitative classroom climate — one that welcomes varied viewpoints, tolerates unconventional answers, and rewards originality — is the strongest lever a teacher has for developing a learner's creative potential.

Among the strategies offered, only the one that combines encouraging multiple perspectives with appreciating original ideas creates this facilitative climate: it signals to learners that varied, non-standard responses are genuinely valued, which is the precise condition under which divergent thinking flourishes.

• Emphasizing convergent thinking pushes learners toward one 'best' or standard answer, which is the opposite of the open-ended exploration creativity needs.

• Discouraging divergent thinking blocks the very process — generating multiple original ideas — through which creative thought operates.

• Discouraging risk-taking and challenge removes the psychological safety learners need to experiment and occasionally fail, which creative growth depends on.

Hence, a teacher who encourages multiple perspectives and appreciates original ideas provides the classroom conditions that best support and sustain creative learners.