Flow is an invisible force that affects every class. Some classes go so smoothly while others do just the opposite. There are many reasons why good and bad classes occur but more often than not a significant reason is the difference in 'flow'.
FLOW = BALANCE + TRANSITION
Flow, as I am using the term here, results from the balance of and the transition between classroom activities. A good balance is achieved by blending activities based on the amount and type of student participation expected. A smooth transition between activities is achieved through classroom organization, positioning of resources and mental rehearsal on the part of the teacher.
Flow can be represented visually in a flow diagram:
This flow diagram shows a well-balanced lesson with smooth transitions between activities. The lesson starts with children quietly sitting around the teacher singing a "Hello" song （①）. The teacher then does a flashcard vocabulary review, leading to a 'slap card' game （②）. When the game finishes the children bring all the cards back to the teacher ensuring a smooth transition into story time （③）. Story time ends with a song leading to a TPR activity （④）, then work book time （⑤）. The end of class game to receive a seal follows （⑥）, finally the children sit with the teacher and sing the goodbye song （⑦）.
Any class that produces a wave-shape flow diagram means the children are alternatively moving then sitting, noisy then quiet. Not all children like the same activities. Having a balanced variety of activities not only accommodates children with short attention spans but also acknowledges that different children prefer different activities.
With my trainee teachers we draw flow diagrams at the lesson planning stage to image the planned flow of the class and at the evaluation stage to visually represent how we perceived the actual flow. From my observation of student teacher classes I have drawn three flow diagrams (A~C) below. If you were an observer of these classes what would you have seen? Before reading on try to imagine these classes?
A = lines that are low and flat -a class in which children are physically inactive and there are only one or two similar activities. Some children may benefit from such a class but many may have trouble concentrating for such long periods on one activity which in turn can affect motivation and consequently levels of learning.
Suggestion: need to liven the class up a bit – include activities which allow the children to move.
B = lines that are high and flat – a class in which children are physically active with no quiet time. This type of class may work well but there is a danger children will become too excited during such a class which may lead to silliness and some classroom management problems plus the teacher will end the class exhausted!
Suggestion: select some quiet time activities and enjoy the change of pace with your students.
C = disjointed class – zigzag lines – a class which has variety (perhaps too much!) but the transition between each activity is poor. This destroys the flow because the children's concentration and the children themselves may tend to wander.
Suggestion: spend more time visualizing the class, set CDs to the correct track before class and position teaching materials around the class or in convenient places before the class to ensure smooth transition between activities.
By using flow diagrams with student teachers it has helped them become more aware of the lesson as a whole rather than as a series of unconnected activities. Please have fun designing different flow patterns for your classes and then just go with the flow!
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John present on "flow" in Sendai on March 8th
on the Pearson Longman Kids Tour.
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Further Reading
There is little specifically on "flow" as I have used the term in this article but the following books/ pages are related to the topic anf may help in improving the flow of our classes:
Read, C. (2007). 500 activities for the primary classroom. Oxford: Macmillan Education. pp.12 -routines
Slattery, M., & Willis, J. (2001). English for Primary Teachers. Oxford: OUP. pp.14-17 –starting and ending lessons
Linse, C. T. (2006). Young Learners. New York: McGraw Hill.
pp.190 -an example of a balanced class
Halliwell, S. (1992). Teaching English in the Primary School. Harlow: Longman. pp. 27-35 -about keeping the lesson simple
Krause, A., & Cossu, G. (2005). SuperKids Teacher's Guide. Hong Kong: Longman.
Krause, A., & Nagashima, M. (2001). SuperTots Teacher's Guide. Hong Kong: Longman.
Paul, D. (2003). Teaching English to Children in Asia. Hong Kong: Longman. -chapter 3 lesson planning, routines and core activities
John Wiltshier, Assistant Professor, Miyagi University, Sendai has presented nationally and internationally in Asia, Europe and the U.S. He has been a guest presenter at Teachers College Columbia University, invited speaker on the ETJ Teacher Training Tour, plenary speaker at PANSIG 2007 and Featured-Speaker at JALT 2007 and MICELT 2008 (Malaysia). In addition to teaching in Asia, John taught for six years in the UK.
