Harnessing the Power of Flow in Teaching

“The best moments in our lives are not the passive, receptive, relaxing times . . . The best moments usually occur if a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile” - Mihaly Csikszentmihalyi

Introduction

Teaching is an inherently challenging profession – yet it’s these challenges that often make it so rewarding. It requires a deep understanding of content (e.g., math, science, literature), coupled with the ability to engage and inspire a diverse group of students (i.e., pedagogy). Educators are tasked with not only delivering curriculum but also managing classroom dynamics, addressing individual student needs, and fostering a positive learning environment. Basically, teachers need to be superhuman!

Despite these demands, the rewards of teaching are substantial. Teachers often express profound fulfillment from witnessing their students' growth and learning breakthroughs. The impact of a dedicated teacher on the intellectual and personal development of students is immeasurable and serves as a primary motivator for many in the profession. The graph below demonstrates the effect of a high performing and a low performing teacher on an average student over three years of education. The student taught by the high-performing teacher improved to the 90th percentile, while the student taught by the low-performing teacher dropped to the 37th percentile.

However, the intensity of these challenges can sometimes overshadow the rewards. High attrition rates and job dissatisfaction among teachers are often a reflection of the profession's demanding nature not being adequately supported or rewarded. In the United States, about 8% of teachers leave the profession each year, and another 8% move to different schools, resulting in a significant turnover rate that affects approximately 16% of the total teaching workforce annually (Learning Policy Institute, 2021). About 44% of new teachers leave the profession within their first five years, a statistic that underscores the critical need for better support systems for educators (Ingersoll & Smith, 2003).

Efforts to increase teacher retention must focus on enhancing job satisfaction and reducing the stress associated with the profession. Providing comprehensive administrative support, competitive salaries, and ample professional development opportunities can help mitigate the challenges. Moreover, integrating tools and strategies that promote a state of flow in teaching can significantly enhance both teacher satisfaction and effectiveness.

Promoting environments where teachers can frequently achieve flow — a state where they are fully immersed and positively engaged in their work — can transform the teaching experience from one of stress to one of joy and fulfillment.

IRIS Connect’s video-based professional learning platform offers a pathway to flow by enabling self-reflection, collaboration, and professional growth, helping teachers master the challenges of the classroom and experience the deep rewards of their profession more consistently. Achieving a state of flow in teaching can significantly enhance the educator's performance and satisfaction. Mihaly Csikszentmihalyi, a pioneer in positive psychology, introduced the concept of flow, describing it as an optimal state where individuals experience deep enjoyment, creativity, and total involvement in life activities. (Here’s a tip to pronouncing his name: Me high? Cheeks send me high!”)

In his research, Csikszentmihalyi interviewed athletes, musicians, and artists because he wanted to know when they experienced optimal performance levels and how they felt during these experiences. He coined the term “flow state” because many of the people he interviewed described their optimal states of performance as instances when their work simply flowed out of them without much effort.

He wanted to discover what piques creativity, especially in the workplace, and how creativity can lead to productivity. He determined that flow is not only essential to a productive employee, but it is imperative for a happy one as well.

In Csikszentmihalyi’s words, flow is “a state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it” (1990).

Understanding Flow in the Context of Teaching

The Concept of Flow

Csikszentmihalyi’s (“Cheeks send me high!”) research highlights that flow is a universal experience, attainable by individuals across all demographics and during various activities. In his seminal book, Flow: The Psychology of Optimal Experience, he suggests that happiness derives not from external conditions but from engaging in activities that challenge us within the limits of our capabilities (Csikszentmihalyi, 1990). The key characteristics of flow include:

• Complete concentration on the task at hand
• Clear goals with immediate feedback
• Transformation of time
• Intrinsic motivation
• Effortlessness and ease
• Balance between challenge and personal skills
• Unified action and awareness
• A sense of control over the task

The Challenge of Flow in Teaching

Achieving flow in teaching can be particularly challenging. Educators often face environments with high demands and variable student needs, which can lead to anxiety rather than satisfaction. The mismatch between the challenges of teaching and the skills available to the teacher can hinder the experience of flow, making teaching feel more like a stressful obligation than a fulfilling activity.

The Role of IRIS Connect in Facilitating Flow

Enhancing Self-Reflection

Self-reflection is critical in teaching, allowing educators to analyze and adapt their methods. IRIS Connect offers video tools that enable teachers to observe their own performance and identify areas for improvement. By reviewing their interactions with students and the effectiveness of their instructional strategies, teachers can adjust their practices to better meet challenges, thus moving closer to achieving flow.

Fostering Collaboration and Coaching

Collaboration among teachers is another pathway to enhanced flow. Sharing experiences and strategies through a platform like IRIS Connect helps create a supportive community where teachers can learn from each other. Furthermore, expert coaching provided through such platforms can equip teachers with the skills necessary to tackle the complexities of their roles effectively.

Research Supporting Collaborative Flow

Studies, such as those conducted by researchers at St. Bonaventure University, have shown that individuals experience greater enjoyment of flow in team settings compared to solitary activities (Walker, 2008). This suggests that collaborative and supportive environments, facilitated by tools like IRIS Connect, can enhance the flow experience in educational settings.

Conclusion

The state of flow represents a pinnacle of teaching experience, where educators perform optimally with a sense of creativity, control, and satisfaction. By leveraging tools like IRIS Connect for self-reflection, collaboration, and coaching, teachers can align their skills with the challenges of teaching, fostering a more joyful and effective educational environment. Embracing the principles of flow can transform teaching from a task to a rewarding journey, benefiting educators and students alike.

References

• Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.
• Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
• Walker, C.J. (2008). Experiencing Flow: Is Doing It Together Better Than Doing It Alone? Journal of Positive Psychology, 3(3), 193-200.

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