ABSTRACT
The best teachers know that the structure vs. freedom, teacher-centered vs. student-centered, frontal teaching vs. cooperative learning disputes represent false dichotomies. There can be no true educational freedom without structure, and structure without freedom is custodial. Therefore limits, signaling systems, prescribed formats should coexist with visual, auditory, kinesthetic, tactile, curiosity-inducing, and relevant activities. Lessons “flow” in segments that require transition borders and mutually understood transition cues, as well as worthwhile content.
