Curiosity in the classroom

This year I have returned to full time teaching and what a wonderfully challenging, invigorating time it has been so far! It has given me the opportunity to refl ect on my practice and what I see that makes a difference for both my learners and myself. Something that has come up in my reflections is the role that curiosity plays in the classroom and my within teaching practice.

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Curiosity is one of the foundations of lifelong learning. Without a desire to know, to keep pulling at the string to see what is at the other end, our motivation for learning is diminished. If nothing else curiosity makes learning more joyful; it becomes a process of discovery, rather than a chore to be undertaken. This is not only for the learners we teach, curiosity is for everyone. Curiosity for me as a teacher means letting go of the predetermination that sometimes features in classrooms especially when our planning is too tight, too rigid. It means letting go of the tension built from trying to squeeze every last educational drop out of every minute for every learner in your room. It means not constantly anticipating and predicting learner’s responses. Instead, ask provoking questions and then be quiet, let them think and allow yourself to be surprised by their responses. It also means getting comfortable with doing less so you can see and learn more as a teacher. I see it as mindfulness embedded in teaching practice.

In my opinion you cannot be curious and rushing at the same time, you cannot be curious and furious at the same time, you cannot be curious and absent minded or otherwise occupied at the same time. To be fully curious you have to be present, immersed and engaged in what you are doing.

When I am teaching from a place of curiosity I see more, I hear more and I understand more about my learners. I notice their strengths and needs. I get surprises and give myself permission to unpack what has surprised me. When I am teaching from a place of curiosity I am also a lot more attuned to my own intuition and make better use of the time I have. When I am teaching from a place of curiosity I walk alongside my learners and we delve deeper into the learning opportunity happening at the time. And the funny thing is when I teach from a place of curiosity I achieve more as a teacher, my time is better spent and I give more to the learners that I am working with than I ever do when I am rushing, pushing, trying to do more and be more.

Curiosity is intense. It is not for the fainthearted. It means that you are using all of your senses to teach and learn from. It takes practice and energy. And I am still learning; still working on avoiding distractions, being still and listening with my whole body and mind. Being right here, right now is a challenge but magic happens when I am right here, right now with the learners in my care. I am working on giving myself permission to continue to be curious more often because I know it makes a positive difference when I do.

For further information about curiosity in practice I suggest you go for a walk with a three year old and examine rocks, bugs, weeds, clouds along the way. Our world is incredibly fascinating and our little ones are masters at immersing themselves in the wonder that surrounds us.

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Karen