Teacher leaders embrace an inquiry stance to focus on learning while not stopping forward progress.
As a former Primary Years Programme Teacher and Coordinator, I know that taking an inquiry-approach to classroom instruction is fundamental. However, inquiry shouldn't just happen in front of students. It's about taking an inquiry stance all the time, which means being a curious learner as a teacher leader, with oneself and with one's students.
As a leader, if you notice something happening in a mathematics classroom that confuses, angers, frustrates, or saddens you, your first steps should be to ask questions to understand. Avoid blaming, shaming, sharing your anger, belittling, or accusing. Instead, ask simple, open-ended, non-confrontational prompts like "Can you help me understand?" As a teacher leader, your goal is to ask questions not to challenge, but because you're curious.
This inquiry stance should also be applied to your own classroom. When something doesn't go quite right, ask yourself, "What can I learn from this experience?" Instead of getting bogged down in shame and embarrassment, focus on what you can do to improve.
To model this inquiry stance with students, start by showing them how to be curious and how to ask questions. You can also model how to solve a problem and the questions you ask yourself as you tackle it. When asking students questions, try to understand their thinking instead of trying to fix it.
You’ll also want to keep in mind the balance of confusion and understanding in your classroom. As MaryAnn from the Making Meaning of Operations case book said, "This situation made me wonder about the wisdom of leaving students in the middle of a misunderstanding," (Case 14, p. 52). We need to find a balance between acknowledging when students' lines of thinking are incorrect with not stopping their forward progress. And as case 18 and case 9 from the same book illustrate, we can find fascination and value in discussing different ways to approach a problem and different perspectives. By embracing an inquiry stance, we can create a more collaborative and engaging learning environment for ourselves and our students.
