Of all the things that have begun to happen to me as I get older, increasing claustrophobia is my most concerning. Whenever I’m in a position where I can’t see a way out – whether an exit or an excuse – I start to get anxious and feel my heart rate increasing. More and more , I avoid social occasions, certainly if there is likely to be a large crowd: more recently I’ve begun to dread larger CPD events, especially ones where the ‘presenter’ asks the ‘audience’ to do some work. I feel the same way when Bruce Springsteen turns his microphone to the audience: ‘No, Springsteen. YOU sing!’
That feeling is probably the reason why online learning appeals to me. I can read things when and where I want: there is no one with flipchart paper or a microphone to put me on the spot. And, to cap it all off, I don’t have to tell anyone who I am or where I’m from or what I hope to get from the day. Seriously? If you’re running a CPD day and have to ask that then there’s a problem. Indeed, if you’re an educational ‘consultant’ and need that reassurance then you really need to up your game. If you’re selling your product you should be clear what it is from the start.
But online learning is much more appealing to me. Sometimes. The comforting delight in knowing that you can give up at any time means that, for the most part, I give up at any time. Never finish things, I dip in to blogs and research papers and find books, and get about half way through them and give in, learning lots of little things along the way. And, knowing I don’t have to ‘feedback during plenary’, it is massively satisfying. But it’s different when you’re an adult. I’m not sure how I would have got on if I had something like ‘Flipped Learning’ when I was at school.
That tendency to give up is probably why these things won’t work for everyone in schools. It is in our nature to be lazy. As Daniel Willingham says in ‘Why Don’t Students Like School?’, ‘Humans don’t think very often because our brains are designed not for thought but for the avoidance of thought.’ Some of my students may love online learning; some may hate it; most, I think, would love the idea but never find the motivation to do it on their own. Flipped learning makes a lot of in correct assumptions about the willingness of children to work in their own time.
So, while crammed classrooms are probably claustrophobic for some kids, it really is the best way for us to teach a class of thirty. It’s not perfect by any means but I’m yet to be convinced that more ‘open’ approaches to learning can work for every child. We have a responsibility to those kids who needs us most, those disadvantaged by background, and new, untested strategies are often vanity projects. Teaching them well, in the best possible way, is our duty. Let’s not take risks with that.