First impressions of Google Classroom

classroom news 2014
2014 Classroom Search Results

I was really excited a few weeks ago when I first heard that my school had signed up for Google Apps for Education. I’d been waiting since the first half of 2014 to get my hands on Google Classroom. Back then, my social media outlets were abuzz with news of all that classroom was and is, and I ate it up. The snip on the left shows what I saw every time I turned on my PC or looked at my device. At the time, I was running classes with Google+ communities and Drive, so I was a bit bitter watching the GAFE train roll right on by; it was torture – until a few weeks ago. To learn more about Classroom, I joined a Google+ community and spent a few hours reading posts and watching videos. After that, I was ready.

In this post, I’ll share the things I like most about Classroom and some examples of how I started using it in my classes.

Coming from Drive, where managing assignments is a challenge, Classroom is a breath of fresh air. Setting up the class is simple. It begins with naming and editing the ‘about’ page of the class. On the about page, I’ve added a Youtube playlist, a doc of links to the class topic (deforestation), and a link to the class blog. All the resources are here and it is visually pleasing.

about page

After setting up the ‘about’ page, I went straight to the good stuff – assignments. What separates classroom from anything I’ve used in the past is the way that it manages student work. Before creating an assignment in Classroom, I write the directions in a Doc. Once the Doc is done, I can create the assignment in Classroom. In this example, I give students brief instructions and leave the rest of the page blank. When I create the assignment, I add the Doc.



The assignment shows up in the class stream where students can click on it and begin working. In the stream, the assignment serves as a jump off point for a few different things. Once the student submits the assignment, they can return here to see the grade or get back into the document should they need to edit and resubmit.


first assignment


As an EFL teacher, feedback on student writing has always been a challenge. For a good summary of the challenge and suggestions, click here. Classroom provides the teacher more feedback options for student writing. Over the last few days, I tried synchronous corrective feedback (SCF). SCF is immediate corrective feedback that happens online as students are writing. In some ways, it’s similar to oral recasts. This is a gamechanger, in my opinion. Here is an example.


editing example


Within Drive, the teacher can give comments on student writing. What Classroom adds to this is the ability to return the assignment to the student. The submission history below shows exactly what the student did. In this example, the student revised and resubmitted several times, getting more feedback from the teacher each time. This could happen over the course of one class period, or several days. This type of feedback is called asynchronous corrective feedback (ACF).

submission history


Another great thing about Classroom is the way that it organizes student work. Classroom creates a folder for every assignment a teacher creates and a doc for every student that completes the assignment (click ‘make a copy for each student’). Gone are the headaches that came with the moving, sharing, and saving in Drive.


assignment example


While I think there is still a lot to improve, Google Classroom does a lot to simplify the way teachers and students interact. As an ESL teacher, the ease of interaction with students outside of class makes this an extremely valuable tool.

For more information on computer-mediated corrective feedback, have a look at the following article.

Shintani, N. (2015). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, Online first.



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