Episode Details

Joining me is Carmel McGee, a Tasmanian educator and certified lead teacher who has spent much of her career chasing one question: how do we actually create the conditions for curiosity to thrive? Carmel works at Riverside Primary School in Launceston, where she helps build classroom cultures where kids are curious, capable, and courageous. Her thinking has been shaped by some seriously impressive influences, including Project Zero at Harvard, UC Berkeley, and inquiry learning legends Kath Murdoch and Susan Engel. If you've ever wondered how we move students beyond just complying and into genuinely wanting to learn, this episode is for you.

We get into why curiosity isn't some lucky personality trait some kids are just born with, and why it's something we can either deliberately nurture or accidentally shut down without even realising it. Carmel doesn't hold back when I ask her what's quietly killing curiosity in schools right now, and her answer about systems measuring answers instead of valuing thinking is going to make you rethink a few things about your own classroom.

We also get really practical. What does a curious classroom actually look like? What is the teacher doing, and what are the students doing? Carmel breaks down why curious teachers create curious kids, why modelling "I don't know, let's find out together" matters more than we think, and why something as simple as not rushing to fill silence can completely change how your students engage.

And because I couldn't let her go without asking the big stuff, we dig into Carmel's brilliant question: are we measuring what we value, or valuing what we measure? If you've ever felt like the things that matter most in your classroom don't fit neatly into a spreadsheet, you are going to feel so seen by this conversation.

What you'll learn:

• Why curiosity isn't an inherent trait, and how it can be deliberately nurtured or accidentally shut down in the classroom
• What's quietly killing curiosity in schools right now, according to Carmel
• Why curious teachers create curious kids, and how modelling "I don't know, let's find out together" shifts classroom culture
• The danger of measuring what's easy to count instead of valuing what actually matters, like curiosity, belonging, and engagement
• Why wait time is one of the most underused, free tools available to every teacher
• Practical, explicit strategies to get more students contributing, including the "sticky note slam" and extended think-pair-share
• Why less than 5% of questions in most classrooms come from students themselves, and how to change that
• How Carmel approaches modelling a curious relationship with AI in the classroom, rather than ignoring it or banning it outright
• The one tiny shift Carmel would want every teacher to make tomorrow to bring curiosity front and centre

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