This week’s ALTA conference was an interesting mix of papers. A number of people are talking about the ‘flipped’ classroom. This ‘new’ approach involves getting your students to read or do some other activity before they come to class. It was interesting how new and unusual many people seemed to think this was. There was real concern about the possibility of getting students to do the work, and it became clear that some universities keep their teachers on a very tight rein – e.g., do not allow them to have class participation marks, do not allow a teacher to say to a class that they will not teach the class that day if they had not done the reading, and there was clearly a sense that many universities have so many rules that it makes it impossible for teachers to teach classes in the way they think fit.
There is always a tension, I guess, between too much and not enough regulation. The thing regulators of any kind (including teachers) need to keep in mind is the extent to which people will perform to expectation. If you regulate people as if they will behave badly they probably will. The challenge is to regulate in a way which suggests to people that they will do well so that they respond to those expectations and rise to meet them. Having some faith in teaching staff to do the right thing may be beneficial from that point of view alone. The same applies to the classroom where students often perform extremely well when it is clear to them that they are expected to.
By Prue Vines