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“Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.” — Golda Meir

Within the iLEAD Antelope Valley education model, we believe kids are more empowered to learn and retain knowledge when learning means asking questions. That’s why we reinforce curiosity as a component of social-emotional learning (SEL).

Simply put, curiosity is a strong desire to learn or know something — a search for information for its own sake.

Curiosity is frequently the engine that drives learning and achievement. Children are curious by nature, and so much of life is a source of wonder for them.

For curious learners, it’s less important to have the “right” answers and more important to create an environment where questioning and learning can occur.

So how do we nurture curiosity in learners? We do it, in part, by modeling an interest in the world around us and asking open-ended questions. Through dynamic project-based learning, facilitators at iLEAD Antelope Valley foster and develop kids’ natural inclination to be curious. Families and facilitators alike nurture curiosity when they encourage learners to identify and seek answers to questions that pique their interests.

A component of curiosity is uncertainty. While uncertainty often creates hesitation for learners, it’s possible for it to fuel the learning process. There are several ways to respond to uncertainty, according to Jamie Holmes, author of Nonsense: The Power of Not Knowing.

• Address the emotional impact of uncertainty: “The emotions of learning are surprise, awe, interest, and confusion,” according to Holmes. However, facilitators can help learners respond to these emotions by encouraging them to see uncertainty as an opportunity for learning.
• Adopt a nonauthoritarian facilitation style to encourage exploration, challenge and revision: By facilitating learning with a sense of curiosity and humanity, facilitators can help learners find ways to think and learn. Holmes writes, “The best teachers are in awe of their subjects.”
• Show how the process of discovery is often messy and nonlinear: Instead of simply presenting breakthroughs as logical results of long treks toward understanding, facilitators can share with learners how discoveries are often made — through trial and error, missteps, “happy accidents” and chance.

How do we pique learners’ curiosity? Developmental psychologist Dr. Marilyn Price-Mitchell has suggested several ways:

• Value and reward curiosity in learners.
• Give learners practice asking quality questions.
• Notice when kids feel puzzled or confused.
• Encourage learners to tinker with materials, thoughts, or emotions.
• Use current events as launchpads for conversation.
• Give learners opportunities to show healthy skepticism.
• Explore a variety of cultures and societies.
• Encourage curiosity outside of the classroom.

We believe when kids know how to be curious, they know how to think differently. When they know how to think differently, they’re empowered to be problem solvers who can change the world around them.

Still Curious?

“Curiosity. It’s the most powerful thing you own.”

By definition, social-emotional learning (SEL) helps kids tap into their emotions and how they affect what they do. So it should follow that an essential component of SEL is an understanding of self-control, or self-management.

As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL) — which has informed the iLEAD Antelope Valley’s approach to SEL — self-management is “the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations.” In essence, it’s the ability to both set and work toward personal and academic goals without significant deviation from your charted course. 

Associated with self-control are many skills that, when developed, equip learners for academic success and overall life success.

• Impulse control: The ability to distract oneself from a desire, to not act on immediate impulses, and to delay actions for a period of time.
• Stress management: Having a solid foundation of self-awareness allows learners to determine when they are stressed so they can implement practiced strategies with more success.
• Self-discipline: Often simply called willpower, self-discipline allows one to ignore other stimuli in order to focus on the goal at hand and follow plans in spite of distractions.
• Goal setting: Research has shown that learners tend to achieve more success when working with their own realistic goals.
• Self-motivation: This is one that can be difficult to teach. Learners must develop their own internal push that will keep them moving toward goals. 
• Organizational skills: Particularly in light of current distance learning, keeping one’s work area uncluttered and organized allows for more productive work time. Filtering information to be relevant to the topic at hand with a clear big picture can help learners stay on track. Keeping track of time and commitments can help them reach goals.

Success in work and life is strongly influenced by self-management. When learners take ownership of their work and create norms for themselves, they are more likely to meet their goals.

An important function of education is to foster self-reliance and independence. This is why we refer to our teachers as facilitators. They are not simply talking at students; they are facilitating the process of learning. They are empowering learners to take ownership of and responsibility for their work and success. If kids learn these principles early on, there is no doubt they will stay with them the rest of their lives. 

Additionally, self-management plans can be instrumental in positively addressing behavioral issues. The intent of self-management strategies is to build a learner’s independence and ability to engage in self-monitoring, self-evaluation, and self-reinforcement. The true power of self-management is its emphasis on building that feeling of control over one’s own behavior. Teachers’ attempts to simply control a student’s behavior often decreases the power of a reinforcer, which in turn makes a self-management plan less efficient and problem behavior more likely to occur.

Everything is connected. When kids learn, understand, and adopt the principles of social-emotional learning, they’re not simply becoming better students — they are becoming the well-rounded leaders our world needs.