Flow

There were many times when I experienced a state of flow. The model of flow was very relatable and made sense to me right away. When I encountered math problems, I felt all the different emotions that were listed in the model, so I knew what it felt like to be in a state of flow. This was possible when my challenges and abilities were balanced out. It always felt good to be in a state of flow as I was completely involved in what I was doing and I was able to experience a meaningful study session. Hence, I believe that it is possible to achieve a state of flow in secondary math classes. Teachers should implement challenging but not too challenging as well as fun activities. Deciding the difficulty level is challenging because everyone has different strengths and weaknesses. Hence, teachers should also prepare extending or easier questions just in case. Teachers should also know who their learners are in order to implement an appropriate level of difficulty. Lastly, teachers must make the assignments/activities engaging. They must be engaging enough to grab students' attention. Thus, when students are interested and are challenged enough, they will be able to get into the state of flow.