Guest Column by Mary Hinnekamp

The old saying goes, “Curiosity killed the cat.” I beg to differ. I think that curiosity is the quality that led to many great  inventions —  everything from the wheel, to the steam engine, to the internet.  I write in praise of curiosity.  Paul Tough in his research and book, “How Children Succeed,” lists curiosity (along with grit, self-control and four others) as a strength that is likely to predict success in learners. And I think  curiosity makes us human, wondering the hows and the whys of the world.

In the classroom, curiosity makes a classroom come alive.  Ask any teacher, and the class he or she enjoys most is not usually the quiet, compliant class (although we love quiet, respectful students, too).  But the lively class is the one in which a student looks up in the middle of reading something and asks, “How does that work?” or “Why would they do that?” or “Was that a good idea?” Curiosity to me is the symptom of a brain on fire. 

Kindergarteners are famous for being curious. They constantly ask “Why?” “Why is the sky blue?”or “Where do mosquitoes go in the winter?”  But many older elementary students, middle-schoolers, and high school students remain curious in their science, social, math, art, technical and English classes. They ask questions such as, “Is there life elsewhere in the universe?” or “Why was slavery  allowed in our country?” or “How do functions work?” or my favorite asked of me, “How does it feel to be old?”

This is one of the reasons teachers are concerned about too much testing. It kills curiosity. We teachers know that curiosity leads to better reading, math solving, science experiments, papers, creative works, and very importantly, critical thinking. If a student is curious, he or she will ask the questions that need asking and look for the facts that support his hypothesis or to support his point of view.   

And curiosity in teaching leads to great teaching. In early January, I participated in staff development at both Albert Lea High School and Southwest Middle School.  What I participated in was professional curiosity of the best sort. Teachers worked on a variety of issues from how to better engage reluctant learners, to how to better incorporate technology in their classes. Teachers explained and shared what they did in their classrooms to help students become better, stronger, more enthusiastic readers and writers. I was impressed.

This year, the Albert Lea Teacher of the Year Committee again asked for teachers, parents and students to nominate teachers who they believe best exemplify good teaching.  In their nominations, people identified 42 teachers who they believe make a difference in the lives of students. Nominees identified teachers who were not only curious, but also caring, kind, funny,  enthusiastic, smiling, intelligent, passionate, patient, selfless, jubilant, considerate, reflective, inspirational, respectful, committed, challenging, a role model, motivating, is chill, and makes learning fun. They recommended a teacher who goes the extra mile for her students, tells good stories and is always searching for ways to improve her teaching. 

A parent wrote of a teacher who “expects excellence in behavior, grades, and work ethic.” Teachers wrote of a colleague who has students “engaged in hands-on activities in all subject areas, challenged to their full potential, and loved unconditionally.”  Another writes of a teacher who “tries to instill positive values and teach life lessons.” And students write of a teacher who “makes me smile and …. makes me feel safe.” Another student writes of a teacher who “helped me personally with bullying and the crisis I was going through.”

As always,  I am so proud to be a teacher, especially a teacher in the Albert Lea School District. On Wednesday the committee will announce this year’s Teacher of the Year.  With so many excellent teachers in our district, the decision will be difficult.

Mary Hinnenkamp is a member of the Albert Lea Teacher of the Year Committee.