Exploration of learning is before that of adult initiated or adult-led Inquiry

The function of an adult is not simple. The reality is we're not working with robots, nor

are we not robots. So that robotic approach doesn't work. The role of the adults is undeniably a complex phase. The significant part of the adult in an inquiry classroom is ever-evolving. There are times when you propose ideas to the students, and you initiate the picture and the experience that unfolds into beautiful avenues of Inquiry. There are times when we would choose to lead the conversations more deliberately with different intentions, not less intentional but have a different sense of participation.

One aspect to reckon with is the curriculum. Not because it is relegated to make decisions and to initiate a conversation. To narrow it down to definition would be counterproductive. It is pretty unproductive in the world of Inquiry over the last decades in describing the trend in different ways as guarded, structured, even controlled quest. But no evidence, in particular, to be supportive.

Anyone at any time can step in with something called structured Inquiry or Free Inquiry. We are

structuring Inquiry by nature offset in terms and no difference from curriculumization. When visualizing a plan throughout the day as an inquiry, teacher choice constantly depends on guiding a child and nurture them.

The decisions making with the curriculum and the child are engaging at that time are course

style to design in such a way to allow the child to be an active learner. Instead, not to do more with making the learner in heavy lifting most of the time in organizing. But tricky in a way, the assumption that an adult is to help them build their learning muscles. And it might often mean as an adult stepping in to do it; the inquiry teaching is more to listen and sharpen. Adults should intentionally limit themselves not to take a position straightway but nurturing the child's independence.

Steadfast inquiry teachers almost have an intuitive ability to read the children's proximal zone,

this eye breaching at the edge of the proximal zone. Even the time prolongs, the interest would fade. Whereas it is not just the teacher who feeds the proximal development area, it can be anything and everything around that child to sustain that active participation.

The necessity to understand the right question or without question could be an endless

choice for the child to decide in between in a line of listening to the adult or themselves. As inquiry

instructors, we should intentionally question what we notice and have a more open learning space.

Team up in the flow of the conversation—a good inquiry sort of laying guide on the side that allows all that to unfold—in case consciously stepping in. only with other practice because it does take some self-discipline.

The crucial part is to understand how they learn but not what they know. It helps you to

scaffold and navigate the next step. It makes teachings so fascinating. It brings the value of curiosity is what keeps the magic of the classroom alive.