We acknowledge our rightful role of constant ‘questing’ through the activity of ‘quest-ioning.’  Ideally all teaching – in any ‘classroom’ – serves the child best when ‘questing for the truth’ begins with a worthy question.

Subject teachers often move between the cracks of school life. We carry rhythm from one room to another, adapt lessons on the fly, and hold dozens—if not hundreds—of students in our care.

Ultimately, all learning is a form of relationship building—it kindles inspiration and encourages students from within.

A colleague of mine recently plonked themselves down in the staff room and, with a big sigh, said: `I do my best, but I’m not sure I’m Steinery enough’.