I would build in short weekly time and simple procedural routines for students to reflect on what puzzles, stumps, or challenges them. Time to further investigate what they articulate enables purposeful, personal application of their creativity and problem solving. This approach to challenges or "problems" might increase tenacity to better understand quandaries, puzzles, or confusions that arise. Having a routine activity of naming a challenge and then coming back to it after further thought reinforces the procedure of what people do when they don't immediately know what to do, or have an answer. Empowering children with more opportunities to confidently and freely express uncertainty about topics of personal interest builds the kind of community igniting self-motivated learning. Participating in this activity as a whole class builds team problem solving and trust.