Introduction: Planning Lessons

On this page

  1. Tour gide and Roadside assistance – two roles for a teacher
    1.1 An interview as the foundation of these roles
    1.2 FFT’s interpretation of the roles
    1.3 Two images symbolising the roles
    1.4 Two Images indication information about whole-class teaching or working independently
  2. Freedom – Autonomy – Responsibility
  3. How the brain works
  4. Examples
  5. Summary
  6. Credits

Good education arises from the balance between structure (teacher-centred) and freedom (student-centred).

I engage my pupils in topics and give them the opportunity to work with these topics themselves.

To learn anything, it is necessary to dare to accept that what we think we know, including our most rooted beliefs, may be wrong, or at least naive: shadows on the walls of Plato’s cave.” Rovelli (2016), Carlo

Introduction video

For more information check out our other introductory videos here.

Current approach:

How do I currently provide a challenging curriculum?

Future approach:

How will I provide a challenging curriculum in the future?

Introduction

‘Planning Lessons’ is one of the five perspectives of Friendly and Fair Teaching (FFT).


Figure 32: Planning lessons (overview)

Figure: Alternating between whole-Class Teaching and Working Independently

With the ‘Planning Lessons’ perspective, you alternate between two teaching approaches. You:

  • provide both structure and freedom
  • create challenging lessons that motivate pupils to engage (Preventive)
  • gradually give pupils more responsibility

By alternating between these two approaches, you prevent pupils from:

  1. becoming entirely dependent on you (when only ‘Teacher-Centred Education‘ is used)
  2. becoming entirely dependent on themselves (when only ‘Student-Centred Education‘ is used)

Within a framework of structure and freedom, pupils develop into unique individuals who take responsibility in their own way and engage positively with your lessons.

Education Medal

Education can be compared to a medal with two sides: structure and freedom. A teacher who fully utilises both sides earns, according to FFT, an Education Medal.

1. Tour guide and Roadside assistance – two roles for a teacher

FFT links two roles to whole-class teaching and working independently:

  1. ‘Teacher-Centred Education‘ – whole-class teaching – Tour Guide
  2. ‘Student-Centred Education‘ – working independently – Roadside Assistance

How was this connection established?

1.1 An interview as the foundation

The roles of Tour Guide and Roadside Assistance were developed by FFT after reading an interview.

In this interview, Willemijn de Jong asked Dick Bruinzeel (then a board member of Jan Arentsz in Alkmaar):
How do you lead change when the final outcome is not yet fixed?

He responded:

At the start of this process, the metaphor emerged: from an organised trip to a trekking journey. This is a way of changing in which it is essential to create a shared understanding of what you are doing in the here and now. We do not have a route map, but we do have ambitions and a shared vision of what ‘good’ looks like. Together, we formulate starting points and guiding principles from which we can work: everything that fits within these is good. In this way, you also avoid treating symptoms.”

What does he mean by treating symptoms?

A school leadership team may address problems as they arise—for example, disappointing exam results. They may create plans to fix these specific issues. However, if these problems are merely symptoms of a deeper issue—such as a lack of trust or unresolved tensions within the teaching team—then the situation may worsen rather than improve.

Similarly, classroom disruptions may indicate deeper issues related to pupils’ psychological needs (autonomy, relatedness, competence). If a teacher focuses only on suppressing disruptions without addressing these underlying needs, this too is symptom treatment.

Figure: Trekking Journey

1.2 FFT’s interpretation of the roles

Tour Guide (structure – whole-class teaching)

When teaching the whole class, you take the lead as a Tour Guide. In ‘Teacher-Centred Education‘, you initiate and guide learning. The educational goals of qualification and socialisation are central.

Roadside Assistance (freedom – working independently)

At the same time, you enable pupils to undertake their own personal learning journey. During ‘Student-Centred Education‘, pupils take (partial) initiative. If they encounter difficulties, you step in as Roadside Assistance. The educational goal of personal development is central.

Between the poles of structure and freedom, each student’s learning path becomes increasingly personal.

1.3 Two Images symbolising the roles

Teacher-Centred Education

Tour Guide/Genie out of the bottle

Figure: Genie out of the bottle (overview)

Student-Centred Education

Roadside Assistance/Genie in the bottle

Figure: Genie in the bottle (overview)

This role involves coaching students as invisibly as possible.

1.4 Two Images indication information about whole-class teaching or working independently

The beret above the left column indicates: The teacher is in charge.

The cap above information in the right column indicates: The student is in charge.

2. Freedom – Autonomy – Reponsibility

Ultimately, each pupil must stand on their own. You prepare them for this by inspiring them and gradually giving them more responsibility.

The freedom to make decisions contributes to pupils’ development into adults. Creating something themselves fosters pride.

Therefore, within a structure you provide, offer pupils the freedom to:

  • make choices
  • work at their own pace
  • organise their tasks
  • assess their own work

For foundational material, pupils can assess themselves using an app and demonstrate their level when ready. Once a level has been achieved with the app, the pupil shows that level to you (such a test moment for a single pupil takes little time for you – consider the benefits of testing during class from now on!). Consider alternative forms of assessment where effort is valued more than outcome.

If you discover talent in a pupil, look within the school for opportunities where this pupil can further develop that talent. Talent developed at school first plays an important role in a pupil’s choice of study and can subsequently determine the type of work or social role, as well as the social responsibility a student takes on. Increasing intrinsic motivation helps pupil determine their choice of study. An intrinsically motivated pupil is more likely to successfully complete their studies.

Figure: Searching for talent

3. How the brain works

You inspire your pupils (whole-class teaching) and ask them to alternate focused assignments with free assignments (working independently). In this way, your learning environment aligns with the way the brain works. You enable pupils to connect the information you provide with new information. This makes it possible for them to remember what they experience.

4. Examples

Quotes

The American psychologist with whom the revolution in thinking about motivation began, Edward Deci, believes the question is no longer how we motivate each other. The real question is how do we create a society in which people motivate themselves? This question is not left or right, nor is it capitalist or communist. We are talking about a new movement. About a new realism. Because nothing is more powerful than people who do what they do because they want to do it.” Bregman (2019)

Advice from FFT

These approaches support pupils’ language development. Teachers report that pupils who previously did not participate begin engaging in discussions.

Modelling

Modeling is particularly used in science subjects.

  1. You start with a research question, followed by lessons explaining the required theory (teacher-centred).
  2. Pupils then work in groups with whiteboards to answer the question (student-centred), using their notes. You act as a coach. Groups present their findings.

Reassign groups regularly to strengthen collaboration.

This way of working aligns seamlessly with the video about the functioning of the brain above.

Visual Thinking Strategy

In this teacher-centred approach, pupils observe an image (e.g. a painting or photo). You ask:

“What do you see?”

Then repeat their answer without judgement

Then ask: “What else do you see?”

This encourages pupils to express themselves freely.

5. Summary

You alternate between ‘Teacher-Centred Education‘ and ‘Student-centred Education‘.

  1. In ‘Teacher-Centred Education‘, you transfer knowledge, inspire students, and connect them. You bring pupils into contact with one another through the subject. Your role is then that of Tour Guide (INSPIRING – Genie out of the bottle).
  2. In ‘Student-Centred Education‘, you create a challenging environment where students work independently. Your role is then that of Roadside Assistance/Coach (COACHING AND OBSERVING – Genie in the bottle).

With a strong foundation and personal input, pupils increasingly take control of their own learning process. This approach enhances motivation and supports personal development.

6. credits

Gert Biesta Gert Biesta provided ideas for FFT’s ‘Planning lesson’ perspective.
In an email to Johan ‘t Hart in 2015, Gert Biesta wrote:
‘It requires educational wisdom of the teacher who always makes and determines the choices, introduces something new and helps the young person to break free from the logic of his own whims. An educational wisdom that allows for risk.
Andries Visser
 Quoting Kierkegaard:

“It is, Kierkegaard writes, about a reader who is convinced that everyone is dependent on himself and that this is the main thing.” Visser (2019), Andries

FFT elaborates this thought for teachers. If they are convinced that their pupils are ultimately dependent on themselves, that thought will determine how they teach.
Sliem el Ela
 A former pupil of Johan ’t Hart, now a study coach, who contributed insights into how the brain works (video above).
Go to ‘Teacher-Centred Education’