From learners to explorers: How to develop an explorer mindset in language students

Jeanne Perrett
A young child with a hat on climbing on a tree

What do you think of when you hear the term ‘explorer mindset’?

Many people think that it’s about encouraging children to be interested in learning. To support them when they want to discover new thoughts and skills – and to find things out for themselves.

But we can expand on those thoughts.

Explorers who set off on expeditions have specific goals. They have to prepare physically, mentally and practically. They know where they want to go, even if they don’t know what they will find there. In the process, they stumble and fall and get back up again. And when they finally reach the place they were headed for, they see more opportunities and realize they would like to go even further.

Young people who develop this mindset will always want to learn, discover and keep searching for bigger and better things.

1. Prepare them for the journey

Before setting off on any journey, it’s crucial to have access to the right tools. In our schools, we (usually) have all the books, technology and stationery we need. At home, on the other hand, students might only have the basics. Books and craft supplies might also be seen as messy and something to be tidied away.

Therefore, in our classrooms, we should show our students that materials are always readily accessible. Learners should understand that while everything has its place, we still like to read, write, and make things.

How to encourage reading, writing and creativity:

  • Show students what you are reading; the books you have in your bag or tablet.
  • Show them your notebooks and other written work.
  • Allow time for craft work in the middle of the lesson and leave time to clear up at the end.
  • Allocate a ‘messy space’ in the classroom where craft material can be used anytime. We often do this with kindergarten classes; consider continuing it for older students.

2. Focus on the language learning destination

Most of our students will be excited about starting their journey through the English language. Some will be naturally motivated or innately inclined to become fluent speakers, and others will need your encouragement.

As a teacher, you are the primary role model for your students. Your most powerful tool is showing your own enthusiasm for learning through English. Show the children that you want to improve your own English.

Thanks to the power of technology, children have become excellent explorers.

We can now be genuinely surprised about the things they discover on YouTube, Twitch or TikTok – the phrases, ideas or even ‘life hacks’ they share with us in class. We can learn from them too. Real admiration is always more motivating than praise.

How to encourage show and tell in the classroom:

  • Allow five minutes for the children to show or tell you new things they have discovered online or elsewhere. Make it a routine with a time limit.
  • Help the children find out about the skills their role models have by searching the internet or reading magazines. Seeing what others can do from small beginnings can inspire students to create their own goals.

3. Acknowledge obstacles

We tend to think of obstacles as something we have to conquer and get over. But we can’t always do that. Sometimes we have to stop, retrace our steps, rest, redefine our goals and start again.

As teachers, we know that not achieving what we have set out to do can make us feel incompetent. The same goes for our students. If they can’t do their homework, they may not feel good about themselves and start to invent excuses. We need to set them small, manageable daily goals so that the students can find satisfaction in focused work with a finite outcome.

If they do not achieve those goals, we can reset them in a different way – for example, a writing task could become a speaking task or vice versa. Seeing that we can approach a piece of work from different angles is a life skill for our children. We don’t have to give up; we have to do it differently.

How to help individuals reach their full potential

Give them a homework menu with different tasks done in different ways. This allows them to work to the best of their specific abilities.
For example:

Describe your bedroom. You can…

  • write about itÌý
  • talk about it
  • draw and label it
  • take a photo and label it

4. Continue to explore

It sometimes seems that the more we learn, the less we know. As we achieve certain goals, we realize that there are other goals beyond them. Viewed from afar, they might seem, like mountain ranges, impossible to reach. And it’s true. We can’t possibly learn everything. Just as we can accept obstacles as a natural part of life, we can accept limitations.

Instead of feeling inadequate, we can focus on what we have learnt and gradually extend our knowledge and skills. This can be done at any level, and it is rewarding to look back and see how far we have come as explorers of the English language.

Tips for extending students’ knowledge and skills

  • Create regular opportunities for the children to demonstrate new knowledge or skills. A bulletin board is a simple way of doing this; children could add a note or a drawing to a topic-based board and read it aloud or briefly explain why they think it is interesting.
  • Start or end a school term with simple revision activities and quizzes to help the students feel good about what they already know, however basic.
  • Point out the students' less obvious soft skills, such as punctuality, listening to others, or being organized. Reading and writing often dominate school lessons. This helps children realize that other aspects of their skill sets and behavior are recognized and valued.

Encouraging children to develop an explorer mindset helps them feel a sense of satisfaction, that they are responsible for their own education. They are, and will continue to be, the leaders of their own learning expeditions.

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  • An overhead shot of a three children with notepads, tablets and phones on the table being handled by them

    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.