Leading with Curiosity, Not Certainty

I am a lifelong learner.

And as such, I try to find every opportunity to explicitly name that for myself and others. I think the overall notion of being a learner can sometimes have implications of a lack understanding and that one who requires learning is a result of ineptitude. I would challenge that belief as complacent and proud thinking. I have seen this in so many forms with students and teachers alike, where a narrow approach to learning has stifled creativity and deepened understanding. I have seen individuals view learning as having a beginning and an end, when really there is only the next.

So how do we address complacency and pride when it comes to learning?

In my teaching experience, I have always found that leading with curiosity opens up learning, while leading with certainty can often close it off. When students perceive you as all-knowing, they may hesitate to ask questions or make attempts out of fear of being "wrong." It is so important to create an environment where both curiosity is modeled and mistakes are accepted and appreciated for their value. This allows and gives students the permission to feel comfortable exploring ideas without the pressure of finding the "right" answer.

And honestly I have often found that the “right” answer is only an answer and oftentimes not even the most valuable one.

In the classroom this practice of leading with curiosity takes many forms. To name some, asking open-ended questions and encouraging students to inquire, holding discussions in varying groups sizes, and showing real-world phenomena in various forms of media prior to engaging with content. When grading work, I focus on the process and progress rather than the end result, which I will admit is painstakingly difficult and often something I struggled with when it came to responsibilities to the school in reporting grades. I also emphasize that mistakes are opportunities to grow, not failures. Modeling lifelong learning yourself also inspires students' curiosity, but takes dedication and explicit effort.

I would also argue that this practice is relevant and valuable in spaces beyond the classroom. Leadership teams that foster the same culture in an organization can utilize similar practices regardless of the size. But it needs to start by creating the space and fostering the right behaviors and responses. When we end up focusing too much on the results and being certain of outcomes, we stifle the potential to find innovative answers and out-of-the-box thinking.

Create opportunities to share times when you've made mistakes or changed your mind with new information. Be willing to admit "I don't know, let's find out together." Let others see you as a learner and build comfort in coming to you with curiosities, big and small. All of this fosters healthier learning communities and the potential to then innovate and think more creatively. When students feel safe to take risks and make mistakes, real learning is permitted to happen. And in my classroom, but also my work, I continue to aim towards creating environments where curiosity, not certainty, are core.

What are some ways that you foster learning in your community?