You walk by a classroom and then stop because it sounds so chaotic. You peek in only to find chaos—but it is organized chaos, with little pockets of learning happening all over the room. You think to yourself, “How does she do that?”

Administrators and digital learning leaders tell you to use more technology but do not explain how. Managing, designing, and sustaining a blended classroom takes work. In short, blended learning combines classroom and online learning where students can play a role in the time, pace, and place of their learning.

Like all aspects of the teaching process, you must begin with the end in mind. Here are five tips for managing a blended classroom.

1. What is your goal? What will this look like in your classroom?

Each classroom is unique. Establishing your end goal is important so you can create the steps to reach that goal. During this process, stay focused on the learning expectations you have for your students. Design your lessons around these targeted goals. My original goal was to use technology as a resource to extend learning. My current goal is to use technology to instill 21st-century skills in my students as they learn to communicate, collaborate, and create authentic works.

2. Know what resources you have available

A class with 10 iPads looks different than a class with 20 Chromebooks. When I began this blended learning process, I had 10 iPads. During this period, I chose to create lessons that allowed for learning in stations or partnerships. I had several stations that students rotated through independently. Some involved technology while others did not. For example, some students would read independently or as a group and then complete comprehension questions. At the same time, other students watched videos and answered questions, while another group completed vocabulary sorts. I would then pull students out to evaluate their learning independently. I borrowed iPads from other teachers. I also encouraged students to bring and use their own devices and to complete assignments that involved technology at home, which freed up iPads for those who did not have home access. Once I received 20 Chromebooks and was introduced to Google Classroom, my blended classroom changed. I was now able to assign more digital learning activities. Students still had to share, but there were fewer issues involving digital access.

3. Classroom management is key

Create systems for your class, be consistent, and make sure your students follow these rules every day. Numbering everything with duct tape allowed me to better track technology usage. I do not assign technology to a student; I assign technology to a desk. This allows me to monitor the location of Chromebooks in the room. This strategy was helpful for my larger classes. When I changed my seating chart, students did not have to find “their” Chromebook. I typically do not charge devices until the end of the day; the devices stay on their assigned desks each class period. Using this strategy has cut down on wasted time spent putting up and dispersing Chromebooks each period. 

During whole group instruction, I have students turn their Chromebooks toward me. This keeps the students from playing with the Chromebooks, and instead I can see if they are following my instructions. Actively monitoring includes walking around, asking questions, and looking at their work online. If a student does not follow instructions, I issue one warning. On the second warning, I remove the device. In order for this punitive measure to be understood and the use of technology to be seen as a privilege, I make sure to always have an alternative assignment prepared to give students if necessary. 

4. Go slow to go fast

Just because you have a multitude of resources available does not mean you have to introduce them all at once. My rule is to have students use a “new” resource three times or show mastery with the device before I introduce another resource. I also believe in gradual release. I typically begin each class with a bell ringer to introduce or review a previous topic. Gradually, I give my students more freedom to see their peers’ comments and respond to their peers, eventually adding emojis. If necessary, I will mute a student who cannot follow instructions. This allows me to avoid punishing the entire class.

5. Use peer tutoring

Peer tutoring is not only great in a specific content area, but also it is great for using technology. My rule is, “Ask three before me.” I do not know everything, nor do I have time to run around like a chicken with its head cut off. Therefore, find experts in your class and use them to help others. Create an expert wall so students know whom to ask when they need help. As students begin creating authentic work, some might prefer certain avenues to express their creativity. Celebrate and validate those students by giving them expert badges.

Building technology into your class can take work, but it is worth it. Remember to stay positive and learn from your mistakes. David Sarnoff said it best: “The will to persevere is often the difference between failure and success.”

Tech Resources

Platforms that help keep students engaged:

• Google Classroom
• G Suite
• Nearpod
• Edpuzzle
• Flocabulary
• Flipgrid
• Quizizz
• Kahoot! (see Learning Curve)
• Screencastify

Kami Collins is the behavior and academic coach at Hamlet Elementary in Amarillo ISD.