The Power of Curiosity in Education: A Case Study of Teacher-Miss Brandy and Jamari

The Shared Experience of Adjustment and Nervousness

• Initial Transition and School Adjustment: The speaker, Miss Brandy, reflects on the period of helping a student adjust to a new school environment.

• Reciprocal Nervousness: While students often feel nervous, Miss Brandy admits she was just as nervous as the students. Her anxiety stemmed from being a new teacher, teaching a class she had never taught before, in a completely new school environment.

• The Origin of Curiosity: Miss Brandy defines the beginning of curiosity as the moment one wants to try something new while being nervous but remaining willing to try despite that fear.

Case Profile: Kumar’s Interests and Personality

• Core Interests and Passions: Over time, Miss Brandy identified the specific things the student, Kumar, loved most:

  • Family.

  • Basketball.

  • Football.

  • Legos.

  • Sharks.

• Personality Attributes: Kumar is described as being full of the following characteristics:

  • Energy.

  • Laughter and joy.

  • Questions — specifically "lots and lots of questions."

• Specific Habits: Kumar is often associated with particular snacks, specifically Doritos and raisins.

• Common Phrases: His questions often began with specific prompts:

  • "Miss Brandy, did you know?"

  • "Miss Brandy, do you remember when?"

  • "Miss Brandy wanted."

The Aquarium Field Trip: A Journey into Curiosity

• Setting: The first field trip together took place at an aquarium.

• The Water Tunnel Experience: As the class walked through the water tunnel, Kumar looked up and asked a pivotal question: "Is that a real shark?"

• Significance: Miss Brandy identifies this specific moment as the official beginning of their "curiosity journey" together.

Instructional Choice: Question as Disruption vs. Invitation

• The Pedagogical Crossroads: Miss Brandy recognized she had two distinct choices when faced with Kumar’s frequent questioning:

  1. View the questions as a disruption to the lesson.

  2. View the questions as an invitation to engage deeper.

• The Magical Outcome: By choosing the latter, she observed a significant transformation in Kumar’s engagement.

• Math as a Safe Space: Math was identified as Kumar’s "Happy Place."

Reframing Educational Identity: The Mathematician Concept

• The Pivotal Question: Miss Brandy asked a specific question: "Doctor. Lori, are you a mathematician?"

• The Reframing Prompt: She followed up by asking Kumar directly: "Are you a mathematician?"

• Impact of the Four Words: These specific four words—"Are you a mathematician?"—reframed Kumar's world from that moment forward. It changed his perception of what was possible.

• Identity Shift: Before this intervention, Kumar did not see himself beyond being simply an athlete. After the reframing, he began to see himself as a coder or an engineer who is capable of teaching and leading others.

• Teaching Methodology: Miss Brandy notes that this change didn't happen because she changed what she taught or how she taught it, but because she met his curiosity with her own.

• The Secret Metaphor: She began asking him questions as if she had a big secret that only he could know, tapping into the natural human love for secrets.

Observation: Exploration, Investigation, and Hidden Treasures

• Hidden Treasures: Curiosity acts as a mechanism to reveal "hidden treasures" on the inside of a student.

• The Student’s Progression: For Kumar, exploration was his first instinct, which was quickly followed by investigation.

• Expanded Horizons: Kumar now envisions himself in professional and social spaces he never imagined visiting before.

Field Trip to an Innovative Water Treatment Facility

• Setting: A visit to an innovative water treatment facility.

• Kumar’s Engagement: He spent the entire day asking, "Miss Brandy, are you gonna try the water?"

• Inquiry and Learning: Kumar enjoys when Miss Brandy asks him questions because it allows him to try and provide his own answers. He believes this process helps him become more curious about things he does not yet know.

• Specific Questions Asked during the Trip:

  • "How do they clean the water?"

  • "What are [it] gonna taste like?"

  • "Can we drink it now?"

Philosophical Lessons on Curiosity and Connection

• The Willingness to be Present: Kumar observed that when people stop being curious, it seems as though they no longer want to be there. In contrast, his curiosity was a signal that he wanted to be present in that moment.

• The Nature of Questions: Questions are ultimately an invitation to trust, to try, and to step into something new.

• The Role of the Curious Student: The most curious student in a classroom should not be viewed as a disruption. Instead, they are looking to connect and are offering to listen.

• Internal Growth: Curiosity has the power to unlock potential on the inside of the student as well as the teacher.

Questions & Discussion

• Miss Brandy's Acceptance: She reflects on whether others will accept the invitation that curious students provide. "His questions were an invitation… and I accept it. Will you?"

• Closing Words from Curious Jamari: The student, now referred to as Jamari, provides specific advice for others:

  • "Dare to try new things even if you're nervous."

  • "You just gotta get into it."

  • "Don't just learn about one thing. Learn about lots of things."

• Final Sign-off: The notes conclude with a thank you to Jamari for the invitation, signed by "Your curiosity coach, miss Brandy."