Time seems to simultaneously slow down and yet speed up all at once. A student suddenly gets “in the zone” in the midst of a project. You seem more present than ever but you can lose your sense of self.Ĭhances are you’ve seen this in the classroom. There’s a sense of relaxation but it’s also intense. It feels effortless even though it’s an extreme challenge. It’s a strange paradox where time seems to stand still and yet it seems over in an instant. Artists, authors, musicians, and engineers all experience this experience this same phenomenon. But this sense of “being in the zone” isn’t limited to sports. Players in every sport describe a similar experience of being “in the zone,” where they tune out the crowd and the noise and the distractions and play at their top performance. He later described this experience as being “in the zone.” At one point, he looked to the sidelines and shrugged his shoulders, seemingly shocked by his own performance. In the next eighteen minutes, Jordan sunk six three-pointers. Michael Jordan emerged from the timeout with a sense of intense concentration. The Trail Blazers were pulling ahead of the Bulls when Phil Jackson called a timeout. It was the first game of the 1992 NBA Championship series.
If you’re interested in this, check out the free Flow Theory Blueprint and Toolbox at the bottom of this post.Ī Lesson from Athletes, Artists, and Engineers In other words, the highest place of student engagement isn’t really engagement. It’s empowerment.īut you are the architect that can build the systems that make flow a reality in your classroom. You cannot force your students to be engaged in their learning. Student engagement is a very personal, internal thing. The following blog post explores what it means to help students reach a state of flow. Flow Theory explains what happens when we hit that place of “optimal experience,” where you are fully engaged, present, and focused. If we want students to develop a maker mindset, we need to empower them to hit a state of creative flow.
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