Linda Rubens discusses her experience flipping her English classroom. She found that having students prepare for lessons by watching short videos and completing assignments online before class allowed her to start lessons at the point of least understanding. This flipped approach led to more engaged students who took ownership of their learning. Exam results also improved, with students needing less teacher help and demonstrating they had not lost their handwriting skills. Overall, flipping her classroom provided a quiet, settled environment for differentiated teaching and learning through submission and resubmission of assignments.