Curiosity

One theme keeps surfacing above all others lately: curiosity is the foundation of great teaching.

It’s such a simple concept, yet it’s often the first thing we lose as we become more experienced. We settle into routines, stick with what’s familiar, and slowly stop asking the “what if?” and “why?” questions that once fuelled our learning.

But here’s what I’ve realised: the moment we stop being curious is the moment we stop growing as teachers.

Why Curiosity Matters

When we approach our practice with fresh eyes, something shifts.
We start noticing the subtle differences in how each body responds to movement. We question why a cue lands perfectly for one student but completely misses for another. We play with new approaches even when we already have ones that “work.”

And that curiosity doesn’t just benefit us — it transforms our teaching. Students can feel when we’re genuinely engaged, observing, and exploring alongside them. They sense our interest in their unique movement patterns and challenges. Suddenly, learning becomes a shared experience rather than a top-down instruction.

What Curiosity Actually Looks Like

“Stay curious” can sound abstract, so here’s what it looks like in real teaching moments:

In the Studio:
You see a student struggling with Roll Up. Instead of correcting their form immediately, you wonder:
“What if tight hip flexors are the real issue here?”
You explore mobility first — and suddenly the Roll Up improves.

In Your Own Practice:
You’re doing the Hundred and instead of counting on autopilot, you ask:
“What if I slow my arms? What if I change my leg position?”
A tiny adjustment leads to a deeper understanding of the exercise.

With Student Feedback:
A student says, “I don’t feel anything.”
Instead of assuming they’re doing it wrong, you get curious:
“What if we change the setup? What if I cue it differently? What if their body needs something I haven’t considered?”

In Professional Development:
You attend a workshop not just to learn exercises, but to ask:
“How does this teacher’s approach differ from mine? What can I adapt for my students?”

Bringing Curiosity Back Into Your Teaching

If you want to reignite that sense of wonder, try:

Question Your Assumptions
Before giving a familiar cue, pause:
“Is there another way to explain this?”

Explore With Your Students
Instead of offering the perfect answer, say:
“Let’s explore this together.”

Practice Like a Beginner
Approach a familiar exercise as if you’ve never done it before.
What do you notice now?

Ask More Questions
Try: “What do you feel happening in your body right now?”
Their responses often reveal more than you expect.

A Question for You

As you head into teaching this week, ask yourself:

What made you curious today?

Maybe it was the moment a student suddenly “got” something.
Maybe it was how your own breath shifted in a challenging exercise.
Maybe it was something tiny you noticed but can’t stop thinking about.

Whatever it was — hold onto it.
That spark is your superpower.

Keep exploring. Keep questioning. And keep that sense of wonder alive.