Interactive course · Self-paced
Classroom Management for Healthcare Instructors
A self-paced web version of a 75-minute instructor training for Primary Care Paramedic educators. Built as a single self-contained page — no build step, no dependencies, works offline.
What's inside
- Why it matters
- Your role
- Discipline
- Motivation
- Authority + respect
- Sidebar navigation with saved lesson progress
- Learner ⇄ Facilitator mode — notes and timings hide or show
- Flip cards, accordions, reveal scripts, and an interactive checklist
- Stop / Start / Keep commitment builder and a closing knowledge check
- Light and dark theme
Overview
As Campus Director at a post-secondary college campus offering multiple healthcare programs, part of my role is observing staff and faculty performance and effectiveness; this happens through course evaluations, student assessment evaluations, teaching observations, and quarterly performance strategy reviews. From there I review what needs improvement and determine where targeted training will close the gap. When a gap calls for new training, I build it end-to-end on the ADDIE framework (analyze, design, develop, implement, evaluate), and that is the process this course followed.
The challenge
For instruction delivery we hire people with industry experience, and that does not necessarily translate to effective teaching or classroom management. We onboard and train continuously to keep classroom management and instruction delivery effective. Often, new hires bring deep subject matter expertise but struggle to either 1) translate knowledge into bite-sized information students can comprehend, especially at entry level early in a program, or 2) manage a group of students, maintain policies, and hold them accountable.
Objectives
01
Build classroom management training material that gives instructors an introduction and training in their first months of teaching.
02
Make it flexible: self-paced or facilitator-led, run as a Lunch & Learn or assigned to instructors on different schedules.
03
Produce an output instructors keep using, followed up during observations, check-ins, and strategy reviews.
How it was built
ADDIE · Analyze
Needs analysis
Looked into issues presented in the classroom, collaborated with the program coordinator, met with students and instructors, and reviewed evaluations to pin down which gaps were teaching-skill gaps rather than subject-matter gaps.
ADDIE · Design + Develop
Curriculum & materials design
Designed the curriculum around the research on effective teaching and classroom management, matched to the issues the analysis surfaced: Rosenshine's principles of instruction and cognitive load research shaped how content is broken into bite-sized steps for entry-level learners, while Marzano's and Evertson & Emmer's classroom-management research (rules, procedures, and consistent accountability) grounds the Discipline, Motivation, and Authority + Respect modules.
ADDIE · Implement
Build & delivery
Built on an Articulate Storyline-style framework using Claude Code: a single self-contained page that runs anywhere, delivered as a Lunch & Learn or assigned self-paced.
Results and impact
Training that leaves something behind.
The material ran as a Lunch & Learn with instructors, and ADDIE's Evaluate stage runs on in the campus routine: measurable outcomes tracked through observations, check-ins, and strategy reviews confirm the training sticks and instructors improve.
Materials
The full interactive course: 5 modules, 3 activities, and the Stop / Start / Keep commitment builder instructors take back to class.