Blog Post One
How I Manage a Hybrid Classroom: Mixing Books and Devices
In today's classrooms, the word “hybrid” doesn’t just mean online and offline learning anymore. For many of us teachers, it now describes a regular lesson where some students are using traditional writing books, while others are working on laptops or iPads — side by side, in the same room.
As a Geography teacher, I’ve learned to embrace this format. It comes with challenges, sure, but also huge opportunities to build independence, adaptability, and stronger learning habits in our pupils.
In my upcoming book “Geography Teaching Across the World by Johann Bekker,” I explore how this blended model is being used globally — and why it might be the future of education.
The New Normal: Mixed Tools, One Classroom
In my lessons, some students prefer the feel of pen and paper — they write beautifully in their exercise books, neatly organising their work and highlighting as they go. Others are quicker on a keyboard and enjoy the flexibility of digital note-taking on OneNote, Google Docs or Word.
This split isn’t about right or wrong. It’s about giving students the tools that help them learn best. But for it to work, it needs clear routines, expectations, and equal accountability.
5 Ways I Make It Work
1. Clarity from the Start
At the beginning of each lesson, I clearly outline what’s expected, whether students are writing in books or typing. I include success criteria that work for both formats and model answers on the board or projector so everyone knows what good looks like.
2. Equality in Assessment
One thing I’m firm on: just because a student is typing doesn’t mean they can write more or do less. Whether it's a 6-mark exam question, a case study summary, or a fieldwork reflection, all work is held to the same standard.
We use quick peer review moments, self-assessment, and regular marking to keep things fair and balanced.
3. Managing Distraction
Of course, laptops and iPads bring the risk of distraction. That’s where firm classroom routines and visible expectations come in. Screens stay flat during instruction, and when it’s time to work, I circulate actively. Seating plans help too — especially in group work or during timed tasks.
4. Encouraging Flexibility
Some of my students switch between formats based on the lesson. For example, they might do extended writing in their book, but use a laptop for research or digital mapping tasks. This teaches adaptability — a skill that’s vital for the real world.
5. Reflecting on What Works
Every few weeks, I ask students what’s working and what isn’t. Do they feel more focused when handwriting? Do they organise ideas better when typing? These small check-ins help me tweak my approach and keep learning at the centre.
Why I Support a Hybrid Classroom
The real reason I love this approach? It reflects the world our students are heading into. In university, in the workplace, and in life, they’ll need to switch between formats constantly — taking handwritten notes in a lecture, then typing up reports or collaborating online.
In Geography especially, this mixed method allows for creativity in annotated diagrams, digital mapping, case study research, and traditional exam practice — all in the same lesson.
Final Thoughts
Hybrid teaching doesn’t have to mean high-tech chaos. With routines, structure, and high expectations, a classroom where students write in books and others type on screens can thrive. And when done right, it’s not just a teaching style — it’s a life skill.
For more strategies like this, and reflections on global teaching models, look out for my book “Geography Teaching Across the World by Johann Bekker.” Whether you're leading a Year 7 map skills lesson or a Year 11 exam prep session, this hybrid approach might be your best classroom tool.
