This is the part that’s not always easy.
My students find something that they’re into. Because they’re 4, 5 and 6 years old, they get really into it. I get into the fact that they’re into it, and (admittedly) go a little overboard – everything that we do touches on that interest. As soon as I get super enthusiastic about something, they must sense it – my desperation to hold onto this inquiry, my longing that it turns into something great must be palpable – and they move on to something else. I feel a sense of sadness, because after all, I worked so hard on making this inquiry “the inquiry“, and poured so much of myself into it, and now it’s all over. But every time, I decide that, as Lucy Maud Montgomery wrote, “Tomorrow is always fresh, with no mistakes in it,” and make up my mind to go for it again, with that new thing that they’re into. And so the cycle continues. But I’ve learned that pushing inquiry is not my job. As I stood back, and watched inquiries grow with very minimal involvement on my part, I began to realize something: my job is not to push inquiry … it’s to facilitate it.
Facilitating inquiry can mean many, many different things. Continue reading Bringing Inquiry To the Next Level
Inquiry is the main driving force in kindergarten classrooms throughout Ontario. And after a year and half of this, I feel like “I’ve got” inquiry. You want to learn about turtles? Cool, let’s go look for books and I’ll spend the afternoon sitting on a carpet with you while I hint at the strategies that you’ll need to pick up to get the information you’re looking for. You want to learn to make a snowman? Sure, let’s go outside and play in the snow all afternoon. You want to learn about space? We’ll find some fun and educational YouTube videos and see what we can figure out.
I still get butterflies in my stomach when a student asks me something that I have no idea about. I now automatically say, “I don’t know. Let’s find out together,” but that wasn’t always the case. That comes with building a good relationship with your students. I think it’s important that we tell our students, honestly: “I don’t know.” Those are powerful words, ones that kids need to hear from grown ups. I don’t have every answer. Nobody can. But that doesn’t mean I don’t feel a little queasy when I don’t, because I want to be helpful. I want to be the best guide for them possible. I want to be what they need. But it can usually be solved with saying, “I don’t know, let’s figure it out.”
Then yesterday, it wasn’t.
Continue reading Driving Inquiry (aka: How I Learned To Knit)