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Learning is a lifelong journey and teachers are in a unique position to model this for children. Many children are naturally curious, but whether their thirst for knowledge is carried beyond their schooling years depends greatly on the encouragement and engagement they receive during those years.

As a child, I had many questions. Keeping me entertained in the doctor’s waiting room was a simple yet gruelling task: I wanted the medical posters on the walls read and explained repeatedly. This task often fell to my mother, who happened to be an educator. She gave me the impression that teachers were patient, encouraging, and knowledgeable role-models. I looked forward to going to school, which I associated with the knowledge I thirsted for.

Unfortunately, I was quickly branded a “trouble child” with “too many questions” by my first kindergarten teacher. This taught me that wonder and expression came at the expense of being harshly told off. As a result, I developed a fear of school and dislike of learning, attitudes I carried into early Primary. Gradually though, through the encouragement and patience of many more primary and secondary school teachers, who were open to questions and failure, and themselves demonstrated a love for learning, my thirst for knowledge was rekindled and I still enjoy learning new things and skills just for fun.

The contrast in these approaches allowed me to appreciate how teachers impact students beyond the classroom and shaped my aspirations for the kind of teacher I want to be. Though teachers are usually the “more knowledgeable other” (Vygotsky, 1978) in the classroom in terms of subject knowledge, I view myself and my students as equals in the sense that we all have knowledge to impart and gain (Fenton, 2013). Furthermore, since children often learn through modelling and “adult-watching” (Bruner, 1973), I believe making the love of learning visible to students is vital in cultivating a mindset for lifelong learning, that gaining new knowledge is not only a necessary but enjoyable aspect of life. As such, I encourage my students to ask questions, voice uncertainty, and frame mistakes as positive parts of the learning process (Donaldson, 2020).

With Primary 1 and 2 students, I emphasize the importance of their voice, encouraging them to share their wonders and experiences, intentionally turning moments of confusion to “let’s find out together” moments. For Primary 5 and 6 students, I directly highlight in the beginning of the year that learning is a journey we embark on together, that though I may not have all the answers, all questions are welcome. Google Classroom is also utilized for question submission without peer pressure. In all year levels, I take time to acknowledge and correct my own mistakes in front of students, showing that making mistakes is normal.

Ultimately, I believe that making a classroom a place for discovery and curiosity, while also demonstrating the eagerness to learn and view the world through different perspectives, will help foster a continued thirst for lifelong learning and growing independence—and that for this stretch of their journey, like my own, students will have their teachers walking alongside with them.

References

Bruner, J. (1973). ‘Organization of Early Skilled Action’, Child Development, 44(1), pp1-11.

Donaldson, M. (2020). ‘Everything Go Upside Down: Navigating Mistakes in Early Learning and Teaching’, Schools: Studies in Education, 17(1), pp70-91.

Fenton, S. (2013). ‘Great Teaching in the 21st Century? ... it’s a Partnership – a shared journey of growth & learning’, Ethos, 21(3), pp13-17.

VYGOTSKIĬ, L. S., & COLE, M. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.