15 Practical Tips for Setting Up a Digital Skills Classroom

1. Pick the Perfect Spot (When You Can)

Always visit your classroom before you teach. Do this at least a few days in advance if you can. Walking the space ahead of time lets you see what equipment you will be working with, where the screen will sit, and how learners will be seated. You do not want the first time you see the room to be the same day you are teaching.

Choose a spot that is easy to access and where everyone can clearly see both you and the presentation screen. While you are there, check for distractions like loud hallways, nearby doors, or constant foot traffic. If you know the space will be shared, plan how you will handle it. A small sign outside the door or a friendly word to people passing by can go a long way.

Not every room will be perfect. I have taught in spaces that were basically hallways, with people walking through the entire class. It was not ideal, but it was what we had, and a gentle request for quiet usually worked. Sometimes we even picked up a few extra learners who stopped to listen and decided to join.

Taking control of your teaching space as much as possible helps your learners feel more relaxed and able to focus. When you know the room, the equipment, and the possible challenges, you can spend your energy on teaching instead of problem solving in the moment.

2. Arrange Seats for Interaction

Whenever possible, choose tables over just chairs. A chair on its own works for short sessions, but learners need a place to put their things. Tables also make it easier to rest devices during longer classes instead of holding them the entire time.

If space allows, arrange tables in a U-shape with the screen and the digital coach at the open end. This setup gives every learner a clear view of the presentation and makes it easy for you to circulate inside the U to offer individual help.

Remember accessibility. Leave wide, clear paths for wheelchair users and enough space between seats so learners can get in and out without bumping their neighbors. Comfort and movement matter. When learners are not worried about squeezing past someone else, they can stay focused on the lesson.

3. Connect to a Big Screen (when you can)

Having a large screen you can mirror your device onto is a luxury, but it makes teaching digital skills so much easier. Learners can watch what you do on the big screen and then follow along step by step on their own devices.

If you are using your personal phone or tablet, set it up carefully before class. Close your email, text messages, and any open browser windows. Protecting your personal information matters, and the last thing you want is a private notification popping up in the middle of a session. At Gluu, we are fortunate to provide our digital coaches with dedicated devices so that personal data is never an issue. That may not always be possible, so take a few minutes to prepare your own device before you start.

Connecting wirelessly to a big screen is usually easier than dealing with cables. The best approach is to ask the tech staff at your location whether the TV or projector can mirror your device directly. If not, you may need to bring a separate device to make the connection possible. A quick conversation with the staff in advance will help you understand what is available and how to get set up.

4. Pack Your Digital Coaching Bag

No matter where you are teaching, you need a digital coaching bag ready to go. Having the right tools on hand makes the class smoother and saves you from last-minute stress. Here are the items I never teach without.

Cables and power
Bring a grab bag of essentials. Include HDMI, USB-C, and charging cables for your device. Cables can be unreliable, so backups are a must. I also carry extension cords and a power bar. My favorite backup is a six-foot or eight-foot USB-C charging cable. If my teaching device starts running low, I can plug in and keep teaching without missing a beat. Ideally your device will be fully charged, but life happens.

Sanitizer and tissues
Have hand sanitizer ready and use it before class begins. Learners notice, and it shows that you care about the shared space. Paper towels or tissues can come in handy for small spills or clean-up. I almost always carry tissues even though I rarely need them, and it makes me smile because it feels like something I inherited from my mother.

Cards and pens
I keep 5×7” recipe cards for tracking learners and their contact information (more on this below). Add a handful of pens or pencils and a sealable bag to collect everything at the end. That way you can bring the cards and supplies back to the next session without losing track.

Microphone and voice care
If you are teaching fewer than fifteen people, your voice will likely carry. In larger groups, a microphone is essential. If possible, use a microphone setup provided by the location and ask their IT team for help. Talking for an hour or more can be hard on your voice. Take time to learn how to project without straining your throat so you can teach without discomfort.

Water
Bring a bottle of water you can sip from easily without worrying about spills. It is a small detail, but you will be grateful for it halfway through a class.

Screen backup
For years I carried my own TV to classes. It was inexpensive and easy to move, and it gave me a reliable way to mirror my device when the space was unconventional. Our first Gluu TV cost $300 for a tiny 27” screen, which felt extravagant (and big) at the time. But it made classes so much better. If you’re teaching often in the same space see if the cost of a portable screen could fit into your class budget. All you need is a basic Smart TV.

Wi-Fi setup
Always check the Wi-Fi password ahead of time. Passwords change, and you do not want to discover that after learners are seated. Ask the admin to notify you if the password is updated. I stored passwords in my contacts app under the location name so I could find them quickly.

Welcome and Q&A screens
Create a simple document you can display at the start of class with the Wi-Fi network and password in large text. Include the name of your session and your name so learners know they are in the right place. At the end of class, switch to a Q&A slide that lists the dates and times of your next session. This small step saves confusion and keeps learners connected.

Packing your digital coaching bag might feel like overkill, but preparation gives you freedom. When you have the right tools at hand, you can focus on your learners instead of worrying about what might go wrong.

5. Test Your Tech

Always test your equipment before every class. Projectors, microphones, and your teaching device should all get a dry run. Do this every time, even if you have taught in the same location dozens of times. Technology is unpredictable. Glitches can’t be predicted, but they should be expected.

Plan to arrive at least twenty minutes early so you can test and still have time to fix any problems that show up. Most of the time everything works just fine, but in that rare one percent scramble I am always thankful for my digital coaching bag. Having backups makes all the difference.

If your test goes smoothly, you can relax and greet learners as they arrive. If something does not go smoothly, don’t panic. You can adjust, work with the device you have, or rely on your notes and printed materials. The important part is that learners see you stay calm and in control. That helps them relax and focus, no matter what the tech is doing.

6. Quick Pre-Class Check

Before you start teaching, take a minute for a quick check-in. These small steps help create a comfortable, respectful space where learners can focus on the lesson.

• Hair check: If it’s long, tie it back so it doesn’t drift into someone’s space while you lean in to help.

• Clothing check: Choose simple, neat, and comfortable clothes that let learners focus on the class, not your outfit.

• Shared space check: Avoid strong scents (like perfume or cologne) and noisy accessories (like jangly jewelry) that can be distracting in close group settings.

• Fresh factor: A mint or water before class is always a good idea, especially if you’ll be talking a lot.

• Hands check: Use sanitizer in front of the group before starting. Even though you won’t touch anyone’s device, it shows you care about the shared space.

7. Use Recipe Cards to Build Connection

I have always admired teachers who can remember every name in the room. That is not a natural gift for me, so I use a simple trick that always helps. I bring five-by-seven recipe cards and fold them lengthwise along the long edge before I even get to the classroom.

When learners arrive, each folded card is already waiting on the table. I like to write each person’s first name on the front myself. Some people are not comfortable printing their own name, whether because of mobility challenges, handwriting, or language barriers. Writing the name for them is a small act of care, and it also gives me the chance to introduce myself and ask their name directly. It creates an easy first connection before the class even begins.

Inside the card, learners can write their email address if you plan to send reminders or follow-ups. At the end of class, collect all the cards and place them in a sealable bag. If you are teaching more than one class, label each bag with a Sharpie so you know which cards belong where. Include the class name, date, and time right on the bag. This keeps everything organized and saves you from sorting through a messy pile of cards later.

8. Keep Food and Drinks Away from Devices

We do not allow snacks or open drinks in the classroom. At Gluu we are firm about this because food, drinks, and devices simply do not mix. Learners are asked to finish coffee or tea before coming in and to keep any food tucked away in their bag.

Water is the one exception. If someone wants water during class, suggest that they bring a screw-top container that seals tightly and stays in a bag when not in use. Even a small spill can cause damage to a device, and sorting that out in the middle of class would be stressful for everyone.

If your session happens to be in a space with a refreshment station, that’s great. Let people enjoy a break there, then return to the classroom ready to learn without food or drinks at the table.

9. Confirm Wi-Fi Access Every Class

When you're teaching people how to use their mobile devices, internet access is essential. If the space has a strong cell signal, learners can use their own data, but don't assume that everyone will. Many people do not have a plan they are comfortable using for long sessions. Most of the time the best option is to connect everyone to the local Wi-Fi network. Depending on the equipment you are using, you may also need Wi-Fi for tasks like mirroring your device to a larger screen.

A challenge is getting everyone the Wi-Fi password in a way that is clear and easy to follow. The solution that works best for us is putting the Wi-Fi name and password on the big screen in massive letters so even learners at the back can see it. At the very start of class, we walk through connecting step by step, and then we double check that everyone is online. It is much easier to sort out connection issues at the beginning than to discover halfway through that someone’s device is not working simply because it never joined the network.

10. Connect to an External Website Every Class

Once learners join the Wi-Fi, have them test the connection by visiting an external website such as the Gluu Society site or another trusted page. Do not rely on the community organization’s local website. You want to confirm that the network allows people to reach the wider internet since that is what they will need during class.

By the second class, the process is usually easier. Most devices connect automatically or learners know the routine. Still, we include this step in our welcoming routine every time. The goal is to have everyone online and ready before the lesson begins we are all ready to begin on time.

11. Get Good at Upside-down Reading

One of the golden rules in a digital skills class is to never touch a learner’s device. That habit became more common after Covid, but the reason goes far beyond avoiding germs. You should not handle a learner’s device while teaching because of ownership, learning, and trust.

• Empowerment through doing
  When learners tap, swipe, and navigate themselves, they build the confidence and get to know their device. Watching you do it is never the same as doing it themselves.

• Respect and boundaries
  Phones and tablets are personal. They hold private photos, accounts, and messages. By keeping your hands off, you show respect for privacy and ownership.

• Reduce mistakes and liability
  If you touch a device and something goes wrong, trust can be damaged. Keeping learners in control avoids errors and blame.

• The Gluu approach
  Our model is to guide step by step instead of taking over. That way, learners know how to repeat the process on their own next time.

Helping this way takes patience. You could probably show the skills faster, but teaching is not about speed. Slow down, check how quickly you are speaking, and guide learners with a calm voice. And, never assume they know what each icon looks like or where to find it.

This is where you need to get good at upside-down reading. You will often be looking at a learner’s screen from the opposite side of the table. Practice spotting the icon or menu they need, then guide them to it. You can use the eraser end of a pencil or a stylus to point at the screen. I avoid using my finger. It is partly a manners thing, but it's also practical. Learners cannot see the tiny details on their device if your finger is covering them.

12. Paper Handouts Preferences

We often get pushback about printing paper resources for learners, but the truth is many people learn faster with a pen in hand and paper on the desk. It is familiar, it feels natural, and it activates a different memory system than navigating websites or flipping through digital files. Turning to page one, then page two, is simple and intuitive. At Gluu, our goal is to reduce friction between the skill a learner needs and the joy of learning it. If printed materials support that, then paper is the right choice.

Every Gluu teaching presentation on the Gluu Blog includes free digital student resources. These are available to download or print. Keep in mind that guides can be long, sometimes fifty or sixty pages per Phase. Encourage learners to print only the parts they need and to keep the digital copy for future reference.

If you want to go the extra mile, you can print the guides for your learners. Just remember this adds time and cost. You are always allowed to pass on the printing cost according to our copyright. But we encourage you to help ask learners to print at home if they have a wireless printer. This is a good skill to have. But be careful not to fall into a tech-support rabbit hole trying to help each person set up their home printer. Wireless printers are famously tricky to connect, and that is not where you want your classroom time to go.

13. Consider Stretch Breaks

Learning digital skills can be kind of tiring. There's a lot going on. People need to follow what screen to be on, with new jargon and information flying at them. We find that after about 30-40 minutes people's eyes start to glaze over. If your class is longer than 60 minutes, consider a 10 minute stretch break after 30 minutes of teaching.

14. Keep Energy High with the Right Class Length

It is tempting to run long sessions because there is always more to cover. We have tested this dozens of times and here is what we know. If a class runs longer than 75 minutes, you will start losing people. You'll see it in their faces. Eyes glaze over, information stops sinking in, and confidence takes a hit. This is how learners leave feeling discouraged instead of capable.

The goal is the opposite. Daniel Kahneman’s Nobel Prize-winning research shows that people remember the end of an experience more than the beginning or the middle. This is the “peak-end rule” and it applies to digital skills classes too. Always end on a high note. Learners should leave feeling like they understood the last thing you taught and are ready for more next time. That's what brings them back.

For most groups, a sixty-minute class is the sweet spot. At that length you usually do not need a formal break, but keep an eye on the energy in the room. If people start to fade, call for a quick stretch around the thirty-minute mark.

15. Start and End Timing

Begin each class with a short five-minute check-in from the previous session. Keep this focused on skills already taught. If there is a quick fix that applies to the whole group, address it. Personal device issues or unrelated questions are best handled after class so the main lesson stays on track.

At the end, set aside ten to fifteen minutes for questions on the day’s material. This gives learners the chance to clear up confusion without the session dragging on. Ending on time is important. Learners should leave energized, confident, and ready to return, not tired or overwhelmed. Ending with a short Q&A that focuses only on what was taught in class keeps sessions lively, builds confidence, and leaves learners wanting to return.

16. Finish on Time

No matter how much learners want to keep going, you must end on time. Finishing when you say you will gives people confidence in the schedule. They know exactly when the class will end, which means they can book appointments afterward, catch a bus, or plan the rest of their day. When people suspect the session might drift ten or fifteen minutes late, they never settle in fully.

If you choose to stay for a few minutes after class to answer quick questions, keep it short. You want to avoid turning that time into another full lesson. Learners who need to leave should not feel like they are missing important information.

Bonus Tip: Scheduling Classes

It is tempting to think of digital skills classes like traditional school, but in practice they are closer to music lessons. Learners need time between sessions to practice, build confidence, and return with questions. This rhythm builds confidence.

Here is what we have learned after teaching hundreds of digital skills classes. Scheduling is just as important as the content itself. The timing, the length, and the pace all shape how well learners absorb new skills. Over the years we have tested many approaches, and this is the formula that works.

One Class a Week is Enough

Learners need time to practice between sessions. A weekly class gives them space to try skills on their own, build confidence, and return ready for the next lesson.

Ideal Class Length

Our sweet spot is sixty minutes, and seventy-five minutes at the very most. A typical skill takes about fifteen minutes to introduce, demonstrate, practice, troubleshoot, and review. So, in that time, you can usually teach four or five skills. Try to teach more skills than that and you risk learners leaving confused or overwhelmed.

Supporting Learners with Gluu Guides

We create detailed student guides with step-by-step instructions and screenshots for all lessons. These resources are tested and accurate. When students spend class time taking their own notes, they often end up incomplete or incorrect. A better option is for them to use our notes, and add their own thoughts and questions as they go through guides.

We encourage learners to keep their printed Gluu notes in a three-ring binder. Many learners proudly bring binders several inches thick, filled with skills they have mastered to class. The binder becomes both a reference library and a reminder of how far they have come.

How to Schedule Digital Skills Classes Across the Year

• Fall (September to November): Start in the second week of September and finish by late November. Eight weekly classes fit comfortably here.

• Winter (January to February): Begin in mid-January after the holidays and run until the end of February. This shorter window works well for four classes.

• March: We do not book classes in March. Spring break, family commitments, and community events make attendance unpredictable.

• Spring (April to May): Run weekly classes from April through May. Attendance drops in June, so we end by the end of May. Plan for six to eight sessions.

• Summer (June to August): We take a full break. Learners and volunteers are busy, and it gives everyone a chance to practice informally. We return refreshed in September.

This adds up to about twenty classes a year.

Why This Formula Works

This schedule respects how adults learn. Classes are short, regular, and focused. Learners have time to practice, return with questions, and see real progress. Each session ends on a high note, which builds confidence and keeps people coming back. Push harder than this and classes start to feel like work, engagement drops, and momentum is lost.

This is not school. It should feel like a welcoming opportunity to learn something useful and enjoyable. That balance is the key to building digital skills that stick.

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