Lessons in Flexibility: When Going Off-Plan Leads to Greater Learning

One of the most valuable roles a principal has is to observe teachers and provide meaningful feedback to support their growth. Observations are meant to be opportunities for teachers to reflect and refine their practice. However, I’ve noticed a common trend among educators—they often feel pressured to stick to their lesson plans during observations, even when it’s clear that the plan isn’t working.

I once observed one of my most effective teachers. She was a veteran educator who consistently delivered high-quality lessons. Going into the observation, I was expecting everything to run smoothly, as it usually did with her. As she started the lesson, things seemed to be going well until she began asking questions to check for understanding. That’s when everything shifted.

The students had blank faces and struggled to respond. It was clear that they weren’t grasping the material, and I could see the teacher growing increasingly frustrated. I knew that she was nervous—after all, having a principal in the room can feel like a lot of pressure.

Then, something powerful happened.

She paused, took a deep breath, and said, “We are going to start over.” She scrapped the original approach and began explaining the concept in a completely different way—one that wasn’t on her lesson plan. Almost immediately, you could see the lightbulbs going off for the students. They were engaged, they understood, and they began answering her questions confidently. The lesson was a success!

When we met the next day to discuss the observation, she came into my office with tears in her eyes. “That was the worst observation lesson I’ve ever had,” she said.

I was stunned. I asked her why she felt that way, and she responded, “I didn’t follow my lesson plan. I messed up.”

That was an eye-opening moment for me. Why would a highly effective, experienced teacher feel like she had to stick to a plan that wasn’t working? And if she felt this way, how many other teachers felt the same?

This experience reminded me of an important truth: lesson plans are guides, not rulebooks. The goal isn’t to follow the plan at all costs—it’s to meet the needs of the students in front of you. The best teachers are the ones who can recognize when something isn’t working and have the courage to make adjustments on the fly.

I praised her for doing exactly what she should have done—responding to her students’ needs and creating a successful learning experience. That’s what great teaching is all about: being flexible, adaptive, and student-centered.

If you’re an educator, I want you to remember that it’s okay to stray from the plan. Your goal is to connect with your students and guide them toward understanding, not to tick off boxes on a checklist. Flexibility is a strength, not a weakness. So the next time you feel like your lesson plan isn’t hitting the mark, don’t be afraid to change course. Your students—and your growth as a teacher—will benefit greatly from it.

Final Thoughts

As school leaders, we should create an environment where teachers feel safe to try new strategies and adjust as needed. Observations should be opportunities for reflection, learning, and celebrating the creativity and responsiveness of our teachers. After all, education isn’t about perfection—it’s about progress and understanding. 💡

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