All posts by lailaabdimanapova

Ways for creative thinking

Since civilization human world, people have invented and created various inventions through their creativity skills. This skill is the result of creative thinking. It is necessary to develop creative thinking skills because it helps to solve problems, design plans, synthesize and use information variously (Five techniques that build creative thinking, n.d). There are effective five approaches to formulate our creativity thinking skills. In this blog I want to discuss these approaches to better understand ways of building creative thinking skills.

Imagination.  While our brain process the situations or problems, we can imagine possible consequences, reflections . This thinking helps to improve cognitive and problem solving skills (Five techniques that build creative thinking, n.d). Therefore, it is important to allow children to imagine and discover the things and concepts since their childhood.

Observation. This action is helpful to create solution for problems by considering the relation of the things which we perceive in observation.  Therefore, “observation can be described as perception with purpose” (Five techniques that build creative thinking, n.d, para.11).  It means that by carefully and intentionally observing situation people can think about why and how this situation occurs like this. In other words, they attempt to give rational for the situation considering possible solutions. This process helps people to activate their brain work.

Brainstorming.  This activity is useful to generate various alternative ideas, thoughts and assumptions (Five techniques that build creative thinking, n.d). Subsequently, teachers and students try to find connection of the ideas.  Hence, it will help children to develop reasoning skills along with thinking skills.

Association. It is helpful to think out of box. This is because people associate the things with numerous things giving proper rational for their thoughts (Five techniques that build creative thinking, n.d).  They attempt to illustrate and combine the things to each other. Therefore, they construct new ideas and concepts.

Attribute analysis. This activity has importance in learning how to innovate things.  To teach innovating things teacher can ask students to describe every detail of a camera, for example, and then to say functions of its attributes (Five techniques that build creative thinking, n.d). After recalling the function of camera’s attributes teacher challenge children to say what will happen if they combine two attributes.  By asking such kind of challengeable question, students start thinking independently and creating response for the new challenges.

These approaches have pertinent value for any people. Everyday life we face different problems and challenges. Our creativity skills help us to find proper and innovative answer. As future policy makers in education, it is also important for us to develop our creative thinking skills

In conclusion, imagination, observation, brainstorming, association and attribute analyzing are the effective approaches to formulate creative thinking skills of people. This is because each technique are oriented to think out of box, innovate and find solutions.


Five techniques that build creative thinking ( n.d.) Retrieved from

Motherhood in academia.

It is important for Kazakh girls in academia to think ahead about next destination.  It might be the family which she creates with her respectful couple and PhD as motherhood in academia. In Kazakh tradition it is important to get married when the girls become adult. But today girls prefer to get marriage after having particular degree in education. This tendency might be an influence of knowledge-based economy which always requires acquiring new skills and knowledge in a lifelong learning process. Further, they might pursue studying and working in academia. It is increasingly important for students and future mothers who will study and work in academia to be aware of possible difficulties of motherhood in academia.  In my blog I want to present difficulties and awards of motherhood in academia because being mother in academia is difficult and rewarding.

There are several difficulties of mothers in academia. One of the difficulties of mothers is unavailability scheduling time because it depends on your children caring time. It is difficult for mothers to sit on computer and finish their assignment when their baby awake, especially when they are little. Babies can also disrupt mothers from participating in online discussion (Kuhn, Mills, Rowe, & Garrett, n.d).   Sleep deprivation can be anther difficulty of mothers (Kuhn, Mills, Rowe, & Garrett, n.d). They can work and do assignments, readings when their children sleep. They spend their other time for caring husband and household staffs.  They can get a good sleep mostly in holidays when they do not go to study or work. Also, mothers often miss academic events because they have children and family who are waiting for them at home. Most of the mothers seem not to participate in more academic events and research when they have children (Kuhn, Mills, and Rowe, & Garrett, n.d).

Despite of complexity of motherhood in academia, most mothers those who can balance family and career find it rewarding. Because of having children, mothers learn to manage effectively their time and commitments; to communicate effectively with people and to be able solve problems, possess plural roles and smile (Roitman, n.d.).  The most successful mothers value their being a PhD , researcher and faculty mother, simultaneously wife and see motherhood as an asset (Kuhn, Mills, Rowe, & Garrett, n.d). They admit the necessity of family support to balance their friendly family and successful career. One of the successful women of Kazakhstan, lovely mother and supportive wife, researcher in Engineering and faculty of Engineering School in Nazarbayev University says that namely family is an inspiration, a luck and support for her success in family, career, research and life (SL,Personal communication, February 29, 2016). Hence, women who appreciate the value of their family find motherhood in academia rewarding and successful.  They can balance between family and career. Therefore, future mother need to earn strategies for successful motherhood in academia.

In conclusion, motherhood in  academia has its difficulties and rewarding points. Although mother do not sleep enough, participate in all events in academia or can not properly schedule time and commitments, they find motherhood in academia rewarding. This is because their lovely family understand, support and inspire them.


Kuhn,C., Mills,J., Rowe,C. & Garrett, E.( n.d). Momifesto: Affirmations for the Academic Mother. Retrieved from

Roitman, K. (n.d.). The 6 ways a motherhood is like a PhD. Retrieved from http://www.mothersathomematter

How to improve communication skills

Communication skill is very important to people to interact and understand each other. Many aspect of our life, we relate other people and establish relationship. To avoid misunderstanding it is pivotal to learn communication skills. It helps us to understand other and be understandable for others. There are five ways of communicating effectively in with people in social life and work. I want to share with you about these communication tips which offered by Melanie Pinola (2014) in her blog, Top ten ways to improve communication skills, as important effective ways for people who are going to improve their communication skills.  I will discuss five effective tips of communication skills.

  1. Controlling your posture. Along with words, people’s body language tells many things about our attitudes and thoughts to our interlocutor. For instance, if we cross our hands saying that we are open to discussion or we look at our phones saying we are listening to carefully our listener, it will not be effective conversation and irrespective others’ time and effort. We must control your body to communicate effectively by making eye contact and adopt appropriate and confident pose for better communication. Hence, it is necessarily important to manage our body position along with words in communication.
  2. Avoiding hesitation. Our hesitations disrupts our communication because interlocutor can confuse or get bored by our repeated um’s and ah’s. Therefore, it is important to practice speaking without hesitation. Hence, it is time to correct our hesitation habit by speaking to the point.
  3.  Advance preparing a small talk. In many cases when people do not have something to say the keep silence. Small talk that is useful and common both of you can make meaningful your conversation with other people.  In our case, we can prepare any educational news which has a valid for our professionalism.
  4. Asking questions and repeating last words. When we are conversing with other people, we can mishear their words. In such case it will be better if we ask question for clarification or we can kindly ask to repeat the point similarly repeating least words.  Such actions show our interest to our interlocutors talk and intention to understand him.
  5. Speaking according to our audience. We need to adjust our speaking style due to our listener or interlocutor. It is like if we speak with child, we can be calm and friendly and joke but with professors we need be serious. It will be better if we consider our interlocutor’s perspective in our mind to address appropriately.

These considerations about our way of communicating have pertinent value to improve our communication skills. We do not pay attention for our habits which disrupt our relation with others. Communication is also art and these tips help us to master our talent. Therefore, it is time to improve our habits and master our communication talent. It will contribute to our personal and career life.  We need to respect and understand and be understandable for people who are closer and live or work together. It presents also our professionalism in our career. In education we work with and for people.

In conclusion, these five effective communication ways improves communication talent of people because these ways lead to understand others and be understandable for others.


Pinola, M. (2014, June 14). Top ten ways to improve communication skills [blog post].Retrieved from

Leader in me

Mostly, leadership is considered as a quality and ability to manage and lead a group. Subsequently, teachers or schools and parents teach them to learning manage a group. To teach leadership, however, does mean teaching manage not the group or others but child himself. Steven Covey (2012), in his book, says that child who knows to manage and control himself is a leader of his life and can be successful in personal life and career.  In other words, children have to learn self-management to see leadership in them. I want to present Steven Covey’s (2012) approach, “leader in me”, as crucial to learn child how to be a leader and successful in life. I will discuss about teaching leadership or to be leaders.

According to Covey (2012), teaching leadership is to help children to see their potentials, make them to use and manage these potentials to succeed in life.  He argues that nowadays the skills that children learn in the school are not enough or do not work successfully when they go to work.  Instead, he says school concentrate on the academic performance and test results rather than teaching the important skills which necessary for self- managing in work or life.  When children graduate school and go to work, their skills help them to set clear, meaningful purpose and act to achieve them, to manage their time and endeavors, to speak confidently their points in a public, to be demandable and successful in finding job or setting up business, to work and communicate with people. Similarly, these skills are valuable in the market today. It is important to be responsible and manage work, communicate effectively with people and be able to work in a group. That is, if children acquire these skills, they can lead themselves and others. Therefore, teacher and schools have to prepare students to leader by teaching certain skills. It will be easier for children in their life after school if they learn to set up goals, manage their time and prioritize the action; to understand and be understandable; to initiate and take responsibility; to work collaboratively with people; to supply their emotional, spiritual, physical and intellectual needs; Thus, if children acquire these skills, as leaders they can purposefully act and behave, manage their time prioritizing their actions, take responsibility for initiatives, and work and communicate.

I absolutely agree with Steven Covey’s (2012) because it is not necessarily important to lead others or group but person need to lead him. All the leadership skills that Steven Covey’s (2012) highlighted are important to live and work with people. This is because people add each other and depended on each other. These leadership skills and qualities help us to get on well with people, control and manage our action, time and relation.

In conclusion, teaching leadership means to teach children to lead and manage their action, time and relation.  If they effectively learn and acquire these skills, they will have more chance to be successful in life, family and work.


Covey, S. (2012). Leader vo mne: Kak shkolyi and roditeli po vsemy miru pomogayut detiyam stat velikim [Leader in me: How schools and parents all over the world are inspiring greatness, one child at a time ] In translation  Mariya Matskovsyi. Russia,Moskow: Alpine Business Book

Professionalism in education

Despite major or career, professionalism requires an outstanding experience and consistent personal qualities. Professionalism in education related three concepts such professionalism, professional identity and personality. In this post I want to explain these concepts to clarify their roles to understand professionalism in education. I will share about the relations of professionalism, professional identity and personality in educational professionalism and my reaction.

There is a strong relation between professionalism, professional identity and personality in education. In the blog, Exploring professionalism in education (2015), it says that professionalism in education depends on personal development in professional practice (para. 1). It means that personal and professional development in education is very close and interconnected, and they shape professional identity and position. Hence, a strong personal motivation toward professional development is a successful key becoming professional in education. In other words a reasonable attitudes and behavior on the basis professional development influence on the action of professionals to change and develop themselves further in education. Also, professionals in education identify themselves according to their position and personality. They can have multiple roles and responsibilities, and their professional identity therefore is plural. Their positions can gradually grow over time. Meanwhile, professionals in education construct their personality on the basis of their personal qualities, motivation and attitudes toward reality.

I strongly agree with these statements about professionalism in education. Indeed, motivation is an impetus to act and behave in particular way. That is why motivated professionals seek continuously development and attempt to become a master of their work. External factors such as a social demand can also influence on acting and behaving. Because of their personal qualities, they can be tolerant and consistent in their continuous development.

In conclusion, professionalism in education is related to personal qualities and continuous developments of professionals in their real practice.  This is because they act and behave according to their personal qualities and develops continuously over time.


Exploring professionalism in education, (2015, March 23). Retrieved from



Pre-writing thinking strategies

Writing is not an easy activity, and it is a mental activity which requires using high order thinking skills and presenting accurately thoughts, assumptions and arguments in a written form. People therefore find writing argumentatively and meaningfully arduous. The main mistake of people is that they do not think ahead arguments and supportive details enough before starting their writing. However, by using two pre-writing thinking strategies people can think about and understand the topic in-depth, identify his clear focus for further argumentatively and meaningfully writing. I want to present these pre-writing thinking strategies offered by Barnet and Bedau (2011) to get better understanding their influences on writing argumentatively and meaningfully. I will discuss about influence of clustering ideas and imagining from different perspectives on a meaningful and argumentative writing and my experience of benefitting from using these strategy.

In their book, Critical thinking, reading and writing: A brief guide to arguments, Barnet and Bedau (2011) propose two pre-writing thinking strategies to write argumentatively and meaningfully. According to them, it is important to ponder upon the topic by clustering one’s idea and imagining from different perspectives as necessary preludes for a meaningful and an argumentative writing.  This is because people can think about and discuss the topic by communicating and reflecting his or others ideas about the topic. These strategies help to get in-depth understanding the topic and construct arguable claim. For instance, when you use cluster approach, you will list all your ideas on the topic. Subsequently, you can find the relation of your ideas, reject weak points and do further research to prove your strong claims by reviewing literatures. It will be easy then to support your claims with relevant evidences. Another pre-writing thinking strategy such as imagining from different perspectives is also useful to consider and look at different sights or thinking out of box.  You need to put yourself on others place and feel their points. Then, you will start analyzing their perspectives by recognizing complexities, differences and similarities or visualizing every detail of situations and their relationships. It enables you to judge and give meaningful evaluation to the situations. By thinking deeply, considering topic meticulously, reflecting pertinently it is possible to write confidently and expertly giving valid arguments with supportive evidences on any topic.

These pre-writing thinking strategies affected me to improve my writing skills. I start to present meaningful and arguable claims in my writing and receive praising feedbacks from professors for my written reflections.  It is increasingly important to employ high-order thinking skills such as understanding, analyzing, synthesizing and evaluating to present valuable paper. I did it by clustering my ideas and finding relevant evidences to prove them and thinking out of box considering different perspectives on the topic. Now I feel more confident when I am writing because I can reveal meaningful claims with pertinent and valid arguments.

In conclusion, pre-writing thinking strategies offered by Barnet and Bedau (2011) such as clustering ideas and imagining from different perspectives have pertinent values to present argumentative and meaningful writing. This is because you can organize your thoughts, construct clear claims, provide strong arguments with supporting details and consider thoroughly topic by looking out of box.


Barnet, S.,& Bedau, H. (2011).Critical thinking, reading and writing: A brief guide to arguments. USA,Boston: RR Donnelley and Sons

Lifelong learning is an asset

life long learning

In his address president Nazarbayev (2011) has claimed “Lifelong learning should be the motto for all the people of Kazakhstan”, which refers a new direction and attitude toward obtaining education by all individuals throughout their lives. This principle implies every citizen should be educated and willing to acquire new professional skills, knowledge, disseminate their potentials in the labor market and improve their personal lives which in turns contribute to the country’s economy. So it is important to know what changes this policy brings and how it is being implemented in Kazakhstan.

Kazakhstan is attempting to create conditions for entire citizens to obtain education regardless the age or qualification. Government defined a new way of pursuing education by implementing principle “lifelong education” in the State Program of Education Development in the Republic of Kazakhstan for 2011-2020 (SPED 2011-2020) (MESRK, 2010). Because of being the main policy document in education, public and private educational organizations will act abiding by SPED 2011-2020. This program ensures lifelong learning by mandating to meet the needs of citizens to acquire new professional skills, qualification and knowledge through formal or informal education. Also, the services of educational organizations will be accredited and certified by independent non-governmental organizations. The all working places have to provide opportunities for employees to develop professionally by organizing workshops, trainings, internships and career developing courses as well. According to SPED 2011-2020, the new career advising centers will set up in the universities to drive the lifelong education and assist for the professional development of employees and students. For the workers of production sector learning is individual, and they can choose the form, term and pace of education themselves. Hence, the Kazakhstani citizens have a guarantee of beginning to get education from pre-school to post-retirement age interweaving whole range of formal and informal forms of education.

The essence of lifelong learning policy lies in elevating economic prosperity of country and increasing active citizenship through educating or re-educating unskilled, under qualified and unemployed citizens. According to Lyn Tett (2014), lifelong learning policy promotes active citizenship and employability of individuals. This is because individuals who have no an adequate, up to date knowledge and skills cannot easily engage in society and be succeeded to find a job in the labor market. However, the high level of competence of citizens helps them to supply the demand of labor market, function well in society and contribute to their personal well being. In addition, unemployed individuals can acquire new professional skills and set up their career again. Thus, lifelong learning policy focuses mainly on employability of citizens and contributes to country’s economy.

Lifelong learning is an asset for developing human and intellectual capital in Kazakhstan. Obviously, through lifelong policy it is possible to keep balance between demand and supply in the labor market. In his book, Educational reform and internatinalisation: The case of school reform in Kazakhstan, David Bridges claims that Kazakhstani citizens lack  practical skills and their qualification and knowledge do not work in the market. And those whose qualification is out dated or irrelevant in the market can acquire new practical skills and find a job or set up their own business. For instance, state creates the access to the technical and vocational education, which is free of charge. Also, it is never late for all citizens in Kazakhstan to learn state language–Kazakh, other languages such as Russian and English, also to acquire critical thinking skills and practical skills as professional development resources in terms of lifelong learning project.

Lifelong learning illuminates the way ahead as William Butler Yeats said : ‘Education is not filling a pail, but lighting a fire.





Bridges, D. (2014). Educational reform and internatinalisation. The case of school reform in Kazakhstan (pp.53-70). United kingdom, UK: Cambridge University press.

MESRK (2010). The State Program for Education Development in the Republic of Kazakhstan 2011-20:RK Presidential decree as of December 7, 2010, Number 1118. Retrieved from

Nazarbayev, N. (2011). Building the future together. Address of the President of the Republic of Kazakhstan N.Nazarbayev to the nation. January 28, 2011. Retrieved from

Tett, L. (2014). Lifelong learning policy, paradoxes and practice. The adult learners Jouranl, 1, 15-28. Retrieved from