Having flexibility in teaching empowers young minds to imagine possibilities beyond boundaries. When educators can try and adapt their teaching approach in a way to meet the unique needs of their students, they ignite creativity, confidence and curiosity.
Unlike the traditional teaching approach, the personalized/customized teaching approach begins by learning from the child first, understanding what they know, how they think and the way they would process information into knowledge. As you would’ve heard, true teaching is not just about delivering information, it is about discovering how each learner experiences and understands the world around them.
“To be a teacher does not mean to affirm such a thing is so, or to deliver a lecture, To be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it”
Soren Kierkegaard (Philosopher)
This quote from Soren, reminds us that effective teaching begins with empathy. Knowing the learner is not optional – “it is essential”. When teachers step into the learner’s perspective, they create meaningful connections that transform instruction into inspiration.
How do we as teachers achieve flexibility?
- Need to observe before we teach – Teachers need to pay close attention to how the child responds to us, asks questions or engages in what we teach.
- Need to Encourage asking questions – Teachers should encourage learners to clarify doubts and ask questions openly.
- Need to adapt flexibility in teaching methods – We should use a variety of teaching approaches: visual, auditory, experiential, to accommodate different learning preferences of children.
- Provide a suitable learning space or environment – We need to ensure a suitable learning environment where curiosity is encouraged and mistakes are valued as part of learning.
- Even teachers need to reflect and adjust their teaching – Teaching is a dynamic process and not a one-way transfer of information; flexibility will ensure it evolves with the learner.
When each teacher becomes a learner first, teaching becomes a more shared experience rather than a one-sided transfer of knowledge. It is in this shared space, young learners discover limitless possibilities.
Traditional vs Progressive Teaching Methods: –
Despite heavy course completion timelines and policy pressures; passionate educators continually seek innovative ways to enhance student learning. These searches often lead to methods that would promote experiential learning.
General education has three elements to it: curriculum, the process of teaching (pedagogy) and assessment. But typically, traditional learning tends to prioritize curriculum and examination results; while the teaching process is often reduced to a means of delivering information. Although the primary role of the teachers is to facilitate learning, much of their time is spent feeding information and administering tests. We should remember that this is a digital world; where a 10-year child even in the remotest village, could get easy access to vast information through Google and ChatGPT, so schools are not the only source for information.
As Ken Robinson puts it; a powerful analogy would be that of a good farmer who creates or facilitates those conditions necessary in his farmland, allowing plants to grow naturally based on the environment provided. Likewise, teachers only need to create the right conditions in which learning can flourish. These conditions have to be subjective too ; one that is learner centered and capable of acknowledging individual differences rather than being objective oriented or standardized.
Which means that a tutor needs to understand the child or the learner deeply – to the extent of what they have already learned, what they are capable of understanding and what mode of learning they are naturally inclined towards. Just focusing on setting up a physical classroom that would help the teacher deliver a prescribed program or course material, reflects a largely objective, traditional approach to teaching.
In contrast, a progressive approach to teaching has a much more subjective or learner-centered perspective; facilitating an environment that enables exploration, self-discovery and a possibility to acquire those skills necessary, which would help the child express their talents and potential more effectively.
There have always been discussions on which method to use to teach better and the apparent divide in these thoughts is not much; because knowingly or unknowingly teachers use different approaches to facilitate creative learning.
My view is that, teachers should balance the art of teaching with a mix of both approaches and focus on what method helps the child learn better.
Learning Spaces:
As the experts suggest, to learn something means to learn something that exists somewhere.
For many of us, learning space means the physical classroom environment; which is why we hear the emphasis on digitalizing classrooms and it’s of course important and a necessary development too. But the concept of learning space is much broader and more multidimensional than we imagine..
According to studies in experiential learning theory; a learning space encompasses not only the physical environment but also cultural, institutional, social and psychological dimensions. These dimensions come into play in defining the learning experience for the learner. Together, they influence how students engage with knowledge, interact with others and reason in from what they learn.
Psychological – It includes goals, needs, unconscious influences, memories or past emotional experiences, beliefs, events etc. that influence the child subjectively. Setting an objective learning space without considering this psychological influence on the child will not bear fruit. To create a conducive learning environment, we would need to understand the learning style, learning skills modes and values of the child more closely.
So, in short, genetics, parental styling and the exposure the child has put up with to date are very important for creating a very effective learning environment for the child in schools.
Cultural- This includes the values, beliefs, traditions and norms in our learning environment as perceived by the student. Culture also shapes the attitude of the child towards control, collaboration & creativity.
Social- This dimension involves the relationships and interactions between- student & teacher, student & peer students and student & the community [ Where the child grows, including family]. Positive interactions within these social dimensions of the child will foster collaboration, confidence and a sense of belonging.
Institutional- This dimension encompasses the schools policies, curriculum frameworks or the skills that the child would acquire during schooling, assessment systems [what the child would be recognized or evaluated for] and the administrative structures. These are attributes that determine how learning is organized, delivered and valued within the organization.
Physical- It refers to the classroom environment that includes the seating arrangement, lighting etc.
If our school favors a much more abstract or theoretical knowledge over practical; then that too will influence the child’s learning.
In the formative years, a child would easily pick up the ability to solve problems, habits, behaviours etc., from their exposed ecosystem. Because, during these early years as a child, they are looking for extrinsic influences that would appeal to their mind with much fewer distractions and more excitement about what they could achieve. They will easily absorb such information in the form of patterns, sounds, emotions and concepts. Thus, peers, teachers, clubs, policy, and traditions are all factors that influence and shape their ability to grasp and transform knowledge.
So, by setting the right learning space, we will not only create a conducive learning ecosystem for the child to learn better in school but also influence the Child’s mindset and ability to learn with full potential in any situation in the future. Remember the Learning Cycle & Individual Orientation to learning we discussed in another chapter: – Learning Abilities, Learning Cycle and Individual Orientation to Learning
Virtue of Slow Education or Slow Movement in Education:
As we have discussed over and again in previous chapters, children differ widely in their natural intelligence or aptitudes. Personalization of education means teachers take account of these differences in the way we teach our students. It could also mean we are instilling flexibility in our curriculum so that in addition to what all children need to learn in common, there is also a space for understanding individual orientations towards learning and there is also space for creating opportunities that would help them pursue their interests or strengths that would eventually drive them to discover their true potential.
One of the greatest advocates of the Slow Education Movement Maurice Holt, says that slow education emphasizes better understanding instead of just maximum information feed; which means we have more intellectual space for scrutiny, argument and resolution. Learning becomes a thoughtful process, instead of a race in time.
Schooling in countries like Estonia, as we understand, already reflects certain aspects of this philosophy; as Estonian education places less emphasis on assessment and provides more trust in teacher autonomy. This allows educators the freedom to adapt instruction in classrooms to the pace or needs of the students. Indirectly, this would lead to greater emphasis on learning habits, independent thinking and oriental differences in the modes of learning abilities & styles; as opposed to an education process that values high-stakes testing.
Key Insights on Slow Education: –
- Deep engagement, instead of surface-level learning
- Intrinsic motivation rather than external pressure
- Emotional well-being alongside academic growth
- Mastery and understanding instead of memorization
Ultimately, slow education does not really mean slowing down the progress; it simply means slowing down the process, so that learning is more meaningful, reflective & lasting for children. This slowing down will shift the whole idea of performance to growth, speed to depth and uniformity to individuality.
Schooling Should Not Kill Creativity:
Our Schools are places where creativity needs to be protected and nurtured. And our teachers need to be mentors, or for that reason, inspirational guides for children, thereby facilitating an ecosystem that would nurture and guide the kids’ growth. Whether a child learns quickly or progresses at a slower pace, their learning journey needs to be respected & supported.
Therefore, we need to explore possibilities that would keep away obsessive quantitative analysis and constant comparisons of our children. While examinations are important, education should not reduce to mere numbers, ranks or grades. Schools should instead celebrate character, curiosity, resilience, empathy and diverse forms of intelligence in children. When children feel valued for who they are, their self-esteem rises, develops confidence and an intrinsic motivation develops for learning.
Thus, instead of producing only a few toppers with a limited curriculum that values a narrow set of skills, we can create an environment where every child has a success story to tell.
An educational institution should celebrate each learners discovery of their unique talents and recognize how they successfully acquire more skills that would complement their natural aptitudes. So, education should transform not just academic outcomes, but mindsets – preparing students confidently and creatively for the life ahead.
Does Schools Need to Reform the Way They Educate?
Schools and educational institutions must begin to measure their success differently too – not merely by the number of A grades their students fetch in Academics. If our way of schooling was right, then the blight of unemployment wouldn’t have affected those who have done everything, we expected of them till their graduation. There was a time when a degree would guarantee you a job; but no more. Studies indicate that a significant percentage of the youth population faces long-term unemployment, which should be in the millions globally. A degree in college used to be valuable earlier, as only a few had them; so, we need to have other forms of distinctions that will give a sense of purpose when they graduate.
Our education should be focused on holistic growth, as it should develop the whole person. It means the goal of education is not just cognitive knowledge, but also should include development of such faculties that would bring in social and emotional maturity in the child.
- A student may excel in maths, but they also need to develop emotional resilience and other skills necessary to be a team player; enabling them to thrive in a workplace.
- A child with artistic talent may benefit from opportunities to develop communication and entrepreneurial skills.
- A student should be exposed to service-learning opportunities, thereby cultivating empathy and social responsibility alongside academic understanding.
So, according to studies in experiential theory, this means facilitating integrated development in perceptive, cognitive, imaginative, experience (emotional) and other behavioral realms.
There are also emerging areas we can explore, to expand possibilities in nurturing children’s development. For instance, we could draw insights from certain perspectives in Oriental psychology, which also emphasize recognizing a child’s inherent qualities and higher faculties – such as the concept of five elements, as well as concentration, intuition, discipline & mental balance. Integrating such insights, could contribute to a more holistic approach in guiding a child’s overall growth.
In short, teachers need to be trained around these and allowed to play different roles that would enable teaching around the learning cycle and to different modes of learning or learning styles of the child. Please refer to chapter- Flexible Learning Style: Key to Unfolding the Capabilities of Our Children
Teaching Styles Focused on the Transformation of the Learner:
If a teacher intends to teach around the learning cycle [Learning Styles & Learning Abilities], then they need to consciously adopt different educator roles. Child transformation is not possible through information delivery alone; it requires carefully guided personalized experiences, supported by varied teaching approaches.
Facilitator OR Mediator Role: This is the phase when a teacher creates the right relationship with the learner. In this phase, the teacher plays the role of mediating between students and the content they need to learn. A phase where slow education is very critical; as this is the phase where the educator bonds with the learner; allowing the learner to open up about their interests, and their imagination, closely observe how they relate to their experience and understand their intrinsic motivations. This is usually possible by creating smaller focus groups or by facilitating reflective conversations. In this role, generally, teachers would help the learners reflect on the concrete experience they hold to date. Here, the individual learning orientation is closely studied for later.
Key Insights – On what the Teachers does as a Facilitator:
- Creates a safe and supportive learning environment
- Encourages students to ask questions, share their interests and imagine possibilities
- Observes closely how the student relates to his/her past experiences.
- Identifies what triggers an autotelic experience or brings in intrinsic motivation.
- Try to identify the Learning Orientation in the child
SME or Specialized Knowhow: This is a phase where the teacher connects the knowledge on a particular subject area with concepts or theories and thereby makes the children organize the information in a way they can relate. Based on the mode of reception or learning style of the child the SME can present information using lectures, texts or even visual patterns. In this phase, the individual learning orientation is very assimilative and generally only focused on understanding something closely.
Key Insights – On what the teacher does as a Specialized Guide:
- Explains the concept and in a logical sequence to the child
- Uses different presentation methods like visual aids, storytelling, case studies etc.
- Adapts the delivery of information based on the student’s natural learning style (VARK).
- Encourages analytical thinking in the child and also enables the structuring of the information.
The Role of an Examiner: In this role, the teacher is just training the child to apply their knowledge acquired through close assessments, exercises & projects. The gauging system should be objective, subjective and result-oriented. This system should only be used to understand the interest, curiosity and unique skills of the child towards that particular subject and if it’s common knowledge which is important for survival in a community; then the gauging should be used to help the child understand the gaps and areas to improve through regular feedback.
Key Insights – On what the teacher with an effective gauging system:
- Include both Objective & Subjective assessments.
- Offer very constructive feedback
- Identify strengths, interests and areas of improvement
- Encourage mastery rather than comparison
The Coach or Mentor: In this role, the teacher is already well-versed on the strengths of the child and hence would guide the child personally through active projects or experimentations where they could apply the knowledge grasped for personal transformation. This role also involves helping the child steer through psychological or emotional fallouts. In senior school, a coach or mentor could help the child to look closely at failures and analyze them for better results in the future. A coach should be the guiding force, who could encourage a child to pursue a passion or direct them to focus on finding the right passion that would complement their natural traits; instead of worrying about acquiring skills that don’t augur well for their transformation.
Key Insights – On what the teacher does as a Mentor:
- Guides students through real-world projects & experiments.
- Encourages application of knowledge in a way that produces value or social impact.
- Supports students through psychological or emotional challenges.
- Helps students analyse or declutter failures constructively.
- Encourage students to pursue a true passion that aligns with their natural aptitude.
The Integrated Educator:
A teacher who is transformational would move fluidly between the above mentioned roles. Be it a facilitator or evaluator or mentor, the educator will adapt accordingly to the learner’s stage in the learning cycle. This flexibility in teaching will really ensure that teaching is not just transactional for the child, but transformational.
Ultimately, schools should aim at child transformation- one that focuses on what the student finally becomes and not just what the student knows.
Conclusion: –
Teachers naturally have their personal preferences when it comes to the roles they adopt in the classroom, often shaped by their own educational philosophy and, ofcourse experiences.
As we have mentioned in the case of learning style in children, achieving flexibility in teaching style is also important to achieve holistic education for our students. Irrespective of the situation of the learner, a tutor should be able to cultivate flexibility in their teaching approach to ensure a more holistic development in the student.
So, when teachers move beyond rigid roles and thoughtfully adapt to the needs of the learner, true transformation in Education begins to occur. Irrespective of the child’s learning pace or background or learning abilities, if a tutor can impart knowledge with purpose, then we will spark curiosity, ignite passion and cultivate lasting motivation for learning in young minds.
“When teachers work with a divine brush; they paint with patience and vision, Their flexibility awakens young minds to create their own limitless horizon”.
– SchoolWizard