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Maintain Control
You cannot possibly hope to always keep children on track. It is just not in their nature. However, control of a classroom is still important.
Pupils are always pushing the boundaries; you simply can’t tame an inquisitive young mind. Yet still, teachers try, but that just leads to further disruption.
Students are often incredibly perceptive to the level of control a teacher has. If a class sense a teacher is not in control or prepared for the situation, they are much more likely to test the limits and become disruptive. Eventually, if you are so unwilling and unprepared to cater to the needs of your classroom, it might become student-led, rather than teacher-led.
Control isn’t about an excessively forceful approach — something many teachers, newly qualified and established alike, get wrong. You stand alone against a small army. It’s not about forcing them; it’s about controlled guidance.
The flexible teaching approach is tailored to help avoid this kind of situation. So what happens if you are prepared to move with the minds of your classroom, yet still provide a loose structure to their education? You can guide them, while still indulging their curiosity at the same time. This allows for a much greater level of control than somebody who refuses to do anything but preach a point-by-point lesson plan.
Work to the Abilities of Your Classroom
Another way in which flexibility is beneficial is that it allows educators to respond to different learner abilities, needs and interests.
If you are inflexible, you might find that students are unable to follow exactly what you are trying to teach them, as it isn’t suited to their specific needs. No matter how well you know your students, no matter how many times you’ve taught them, you can’t know for sure how they’ll react to specific topics.
The more flexible a teacher’s approach, the better they are able to adapt to the room and the higher the chances are of increased student participation and engagement – ensuring that no child gets left behind under your watch.
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This report weaves together a review of current literature on flexible learning authored by Michelle Schwartz, Instructional Design and Research Strategist, for the Learning & Teaching Office, with the findings of an inquisitive project at Ryerson University done in the 2016/2017 academic year titled the ‘Flexibility Catalog Project’. Supported by the Ryerson Mental Health and Wellbeing Committee, this project sought to collect practical examples of how Ryerson instructors were using flexibility in their pedagogical practices. Instructors from York University were also included in this project. The examples gathered in this project from both Ryerson and York University are denoted throughout this report, and are also included in Appendix A under the following three themes: content delivery, evaluation methods and teaching philosophy
This report weaves together a review of current literature on flexible learning authored by Michelle Schwartz, Instructional Design and Research Strategist, for the Learning & Teaching Office, with the findings of an inquisitive project at Ryerson University done in the 2016/2017 academic year titled the ‘Flexibility Catalog Project’. Supported by the Ryerson Mental Health and Wellbeing Committee, this project sought to collect practical examples of how Ryerson instructors were using flexibility in their pedagogical practices. Instructors from York University were also included in this project. The examples gathered in this project from both Ryerson and York University are denoted throughout this report, and are also included in Appendix A under the following three themes: content delivery, evaluation methods and teaching philosophy
This wide-ranging set of influences can make it hard to define flexible learning. Palmer points out that the range of elements in teaching that lend themselves to flexibility can “lead to the conclusion that nearly any teaching and learning configuration could claim to be flexible in some regard,” however he points out that we should be more cautious in our use of the term flexibility (2011). The lack of an agreed upon definition of flexible education or the use of a definition that is too broad has led to a confusing “conflation of educational typologies,” such as identifying any aspect of a course that is delivered in a non-traditional way as being flexible, or equating distance education with flexibility (Palmer, 2011). Hart also points out that it’s important to separate out “flexible delivery” (technology or economically driven strategies) from true “flexible learning” (an educational goal). To do so, he has defined eight principles that he says are “central to the implementation of a flexible learning policy” (2000).
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