“Thriving in the Classroom: A New Teacher’s Guide to Classroom Management” is a course I designed with the goal of equipping new teachers with the tools and confidence they need to create positive and productive learning environments. Let me walk you through the design, implementation, and usability testing phases of this project.
Laying the Foundation: Course Design and Learning Goals
The course began with a clear understanding of the challenges faced by new teachers. This understanding informed the learning goals, broken down into five key areas:
- Week 1: Design clear classroom expectations and procedures.
- Week 2: Utilize engaging instructional practices for minimized disruptions.
- Week 3: Foster a positive classroom climate for student well-being and positive interactions.
- Week 4: Employ proactive and reactive strategies for effective behavior management.
- Week 5: Develop a plan for ongoing classroom management and reflection throughout the year.
To achieve these goals, Fink’s 3-Column Table became my roadmap. This framework helped me align learning activities (what participants will do) with assessment activities (how their learning will be measured). This ensured a well-rounded approach that addressed various aspects of building effective classroom management skills. Read more about the design considerations that went into building the course here.
Building the Course: Structure and Implementation
The course structure recognized the realities of a new teacher’s busy schedule. A blended learning approach was key, with:
- Online Modules (Self-Paced): Foundational knowledge was delivered through video lectures, real-world case studies, key readings, and interactive activities – all accessible at the participant’s convenience through the learning management system Canvas.
- Weekly In-Person Sessions (Interactive): These sessions solidified learning through discussions, presentations, role-playing scenarios, and Q&A sessions. Collaboration and peer feedback were central, fostering a supportive learning community.
Active learning was also a core principle. The course utilized a variety of methods to cater to diverse learning styles:
- Video Lectures: Participants gained insights from experts in the field.
- Real-World Case Studies: Analyzing real classroom scenarios provided a practical understanding of management strategies.
- Interactive Activities: Learning was applied through exercises that simulated real-world situations.
- Collaborative Discussions and Forums: Sharing experiences and questions fostered a collaborative learning environment.
- Self-Assessments: Regular self-reflection ensured participants tracked their progress and understanding.
A Learner-Centered Approach and Supportive Community
“Thriving in the Classroom” prioritized a learner-centered approach. Teachers were actively involved through discussions, presentations, and applying concepts through activities and lesson plan development. My role wasn’t to dictate, but to guide, provide insights, answer questions, and offer personalized feedback.
Building a supportive learning community was equally important. Online discussion forums and in-person sessions provided opportunities to connect with other teachers, share experiences, and learn from diverse perspectives. This fostered a sense of community and equipped participants with a network of fellow educators as they embarked on their teaching journey. To learn more about my course’s implementation phase, please click here.
Usability Testing: Refining the Experience
Usability testing was an invaluable step. During this phase, I had testers interact with the course’s online platform to evaluate its ease of use, clarity, and functionality. Testers created an account, logged in, explored the homepage, navigated the interface, engaged with content, checked for technical issues, and provided feedback on their experience. This process helped ensure that the course is user-friendly and accessible to actual learners who take the course.
While securing participation from new teachers proved challenging, I involved educators with diverse backgrounds. Additionally, I requested some testers approach the course with a “new teacher” mindset. Nevertheless, the testing process yielded valuable insights:
- Interactive elements were a hit: Features like decision-making points in stories and role-playing scenarios were well-received.
- Visual appeal matters: Positive feedback on images breaking up text chunks highlighted the importance of clear and visually engaging design.
- Value of peer learning: While initial apprehension towards peer feedback emerged, it mirrored my own experience in the ADL program. The hope is that experiencing the course will showcase the value of this type of interaction.
Sample I – Roleplay Scenarios for Proactive vs. Reactive Classroom Management (Activate the sound and go through the four scenarios)
Sample II – Image Hotspot for Classroom Management (Click on the various hotspots)
Overall, these insights empowered me to refine the course, further enhancing the overall user experience. The testing process served as a crucial reminder that user-centered design, informed by honest feedback, is key to creating a truly impactful course.
“Thriving in the Classroom” is more than just a course; it’s a journey of equipping new teachers with the tools and confidence they need to build thriving learning environments for their students. By design, it’s built on the foundation of diverse learning styles, active engagement, and a supportive community. And through continuous improvement, informed by feedback, it aims to become an even more valuable resource for new teachers embarking on their exciting educational journeys.
