The Story Behind Flow
Flow didn't start as a business idea.
It started with a question.
After years of teaching, I kept noticing that learners could arrive into the same situation in very different ways.
Some seemed comfortable moving with an early indication.
Others preferred to see more of the situation before committing.
Neither approach appeared better or worse. They were simply different.
The more I taught, the more often I found myself recognising these differences before I could properly explain them.
But I could often feel them from the passenger seat.
Over time I began asking myself:
What is it that I'm actually noticing?
And more importantly:
Can those observations be described in a way that another instructor would recognise too?
That question eventually became Flow.
Flow isn't designed to tell instructors how to teach.
It isn't designed to score learners.
And it isn't designed to replace experience.
The aim is much simpler than that.
To help make certain learner differences easier to recognise, discuss, and build upon sooner in lessons.
Today, Flow is still being explored and tested through real lessons, real learners, and instructor feedback.
Some things survive.
Some things don't.
The purpose of this testing is to find out which observations genuinely feel recognisable from the passenger seat and which should be left behind.
- Raymond Bradding - ADI