Keep The Questions Coming

There are about a million topics that could be discussed in this journal.  And for the most part, they are all theoretical constructs of what we “can do” in the classroom. But we really don’t have any experience, and we won’t know if it will work until we try it, adapt it, and figure out when it works the best. 

One of the topics that we talked about was the concept of children being inherently curious, and where does this curiosity go?? When we work with kids, or have younger siblings, or whatever, we encourage them to explore, try new things, and ask questions.  But as they grow older, the don’t want to explore as much, are content with what they can do, and/or stop asking important questions to further their understanding of things.  

I don’t know if I am one of few, but I love to learn.  I don’t really care what it is about, I just like understanding new concepts or learning random facts that I will probably only use once in my life.  When someone tells me something that I don’t know, I am curious to find out more about it. I ask questions to gain a better fundamental understanding, and then if the topic is still of interest, then I will try to find more information on it.  I guess that is where things are going wrong in the education system.  Do students really care that the Sitka Spruce tree is called Picea sitchensis?  Probably not.  Once I’m teaching, and having to go through this type of information, especially in Biology 11, I’ll have to try to find a way to make the content more interesting and relevant to students so that they have the opportunity to be interested in the material. 

In my mind, to be an effective teacher, I have to make my classroom a place where questions are encouraged and my lesson can deviate from the sheet of paper that says it has to go 1 à 2 à 3.  Sometimes the questions that students ask will lead to content that is planned for the day.  One concept often leads to the next and can shape the rest of the class.  The connections that are made through discussion and explanations can make the material easier to understand and is more oriented to student participation.  When I find content that is meaningful and understandable, students are probably more likely to become engaged.  Likewise, asking and presenting “controversial” material can stir up feeling and emotion (and hopefully in students that may be more quiet or shy) and allow their voice to be heard.  I hope that when I am teaching, I will be able to bring back this inherent curiosity, and encourage people to question things that they don’t understand or want to know more about.