In contrast, a constructivist classroom leader is in a partnership with the learner. Flexibility and divergence are key operative words that drive decision making on a daily, weekly, and yearly basis. It is this later environment that Armstrong is supporting. The first quality is curiosity . It is the educator's responsibility to see that in order to nurture the genius there needs to be a place for natural curiosity rather than the planned questioning for the already developed lesson for the day.
Natural questions emerge from a child's innate genius.
The second quality is playfulness . This quality is displayed in physical playfulness in the classroom and also a sense of wonder about words and ideas. Armstrong warns of the destructive forces of competition and formalization of classroom structures. These parameters allow very little time for exploring the genius of playfulness. The third quality is imagination .