In this article, we explore how to transform curiosity and different behaviours in the classroom into tools for learning. At Milton Education, we believe that curiosity is fundamental to meaningful learning. Our mission is to transform education into an engaging and creative space where every student feels empowered to explore and discover… According to a study by Edutopia, fostering curiosity in the classroom can increase student engagement and improve meaningful learning. Our slogan, ‘Curiosity is our playground,’ reflects our commitment to nurturing curious minds and encouraging students to ask questions that lead to deeper understanding. Sometimes, traditional perspectives may label certain behaviours as indiscipline or disobedience, but we see them as opportunities for growth and creativity in the classroom. Let’s look at and analyse some of the most common ones:
Getting up without any apparent reason
When students stand up without a specific reason, it may reflect their desire to participate and share ideas. Instead of reprimanding them for standing up, the teaching team can use these moments to take advantage of and enhance the stimulus that made them stand up. For example, if a student stands up to look at a display in the classroom or to show enthusiasm for a project, teachers can acknowledge their curiosity and redirect it in a positive way. They could say, “Thank you for your enthusiasm! Let’s share what you’re noticing with the class. How does this relate to what we are learning today?” By valuing their curiosity, teachers not only validate the student’s desire to participate, but also encourage them to express their thoughts and observations. This approach transforms what might seem like disruptive behaviour into a moment of collective learning, fostering an atmosphere that celebrates active participation.
Talking when others are talking
When students talk while others are speaking, it is often seen as disruptive behaviour. However, it may also be due to their excitement to contribute. Instead of stifling this impulse, educators can encourage students to ‘whisper’ their thoughts into their hands or write them down on a piece of paper, allowing them to express their ideas without interrupting the conversation and save them for later. This strategy allows students to share their enthusiasm while respecting the flow of the discussion. In addition, creating structured ‘sharing moments’ after lessons gives students the opportunity to organise their thoughts, reinforcing respectful communication while nurturing their curiosity.
Not following instructions
Students who do not follow instructions precisely may be seen as non-conformists, but they often reflect their desire to express themselves creatively. For example, if asked to write a short story that meets a specific word count and a student creates a drawing instead, adding only a few sentences, a teacher might respond: “I love your illustration! Although you didn’t meet the word count, can you describe what is happening in your picture in English?” This approach encourages students to articulate their thoughts and provides an opportunity to practise their language skills while valuing their creative expression. This fosters ownership and deepens engagement with the language, demonstrating that creativity can coexist with following instructions.
At Milton Education, we recognise that what may appear to be undesirable behaviour may actually be a manifestation of curiosity and creativity or simply a different way of doing things. By reframing these behaviours as opportunities for exploration, we can cultivate a classroom environment that values curious minds and innovative thinking. Encouraging curiosity not only enriches the learning experience but also aligns with our mission to empower students in their educational journeys. Embracing classroom behaviours and curiosity drives student creativity and enriches education. If you want to explore more about how to foster creativity in the classroom, visit our article. Game-Based Learning vs. Gamification