From the Classroom to the Design Studio
When I introduce myself to new people lately, I’m struck by the two divergent reactions to my story. In particular, I’m talking about my pivot from education to UX design. There’s the “Wow, that’s different/interesting/[insert adjective],” expected reaction. Then there’s the acknowledgement from those who may have spent time teaching themselves, or perhaps have a close connection to a teacher as a spouse or parent. In the latter instances, there’s a recognition of the overlap of skillsets. After all, classroom teachers have a reputation of doing a thousand different things at once every day; surely a few of those skills overlap with other realms?
My aim in this article is to highlight a few areas where teaching and UX juxtapose comfortably alongside each other. It may just confirm what you already suspected. Or, indeed, it may explain why you’ve noticed numerous former teachers thriving in the UX profession. There’s more to it than my contributions to this list, but let’s start with the most striking…
Formative Assessment is Basically the Iterative Process
There are so many parallels between the iterating that takes place in the design cycle and the way in which most modern classrooms approach learning. Take, for instance, the writing process in the elementary classroom. Completing the desired result (say, producing a piece of narrative writing) is by means of a repeated cycle of operations (in this instance: planning, drafting, rewriting and peer/teacher editing). This style of learning is applied to numerous circumstances across subject matters. In every instance, and as in design, the process is convergent.
Utilizing formative assessment strategies on a regular basis means collecting timely user feedback that affects the next cycle of learning. In reality, this is often the next day’s learning. Or the next lesson. Or even the weeks and months ahead. The main point here is that, upon reflection, I have spent almost a decade completing the iterative process on a daily basis. Its power and ability to lead to awesome results never fails to astound me.
Problem Solving
Yep. Probably not the most surprising skill a teacher hones at school, but it is a significant one. Working in elementary schools, a considerable chunk of my time was spent facilitating conflict resolution. Sometimes high-stake, often not (unless you count hanger-induced rage on the playground), it enabled me to quickly identify themes of common ground and silver linings. The processes involved in documenting more serious matters also taught me the importance of being impartial in a mediator role, recording facts with accuracy and leaving emotions to the side. These skills transfer so well to UX research, a realm that requires much empathy and careful consideration. As a classroom teacher, I heard the saying that empathy and understanding must precede advice. I find this pearl of wisdom equally pertinent in either professional environment.
The Psychology of Typography
Oh, how I cringed when my General Assembly immersive instructor banished Comic Sans typeface to Room 101, never to be utilized again. Naturally, it had been a default for 1st Grade classroom displays since schools had begun purchasing computers and printers. I think I was more than ready to kiss that one goodbye…
In all seriousness, the choosing of typography played on my mind on many occasions as a teacher. I distinctly recall a 5th Grade lesson planning session where my colleague and I asked “…but if we put it in [eye-catching typeface] will they actually read it, read it?” Moments of desperation aside, I have long considered changes in typeface and font in terms of how it complements the genre of writing. My 4th and 5th Graders most definitely considered these matters with weighty resolve.
The main point within this is the power of the small visual choices we make. It highlights the opinion that has always taken precedence for me as a teacher, that the classroom is the ultimate user experience lab with brutally honest user feedback.
An Education in Data
I can’t tell you how many times in my UX work I’ve expressed gratitude for how much I learned about data in schools. Working in school administration, entire days were spent holed up in offices analyzing statistics and projecting growth patterns. At the time, I bemoaned this aspect of the education system, turning children’s summative test scores into growth trajectories. Little did I know back then, I was being coached to work with data (sometimes good, often less desirable) in an extremely agile manner. Additionally, I gained fruitful experience of presenting data to stakeholders.
Synthesizing Data
Perhaps my biggest takeaway from this career pivot is how constantly changing classroom and school dynamics trained my brain to process a constant stream of information, enabling me to provide the most pertinent, professional reaction to any situation at hand. Give or take a little more quiet headspace for reflecting, I’ve found enormous parallels in the process of synthesizing large chunks of information in UX. It gives me confidence in my affinity mapping, persona building and user journey building.
In compiling these comparisons between the classroom and the design studio, I have been filled with admiration for the diverse skillsets harnessed by classroom teachers around the world. It provides a powerful personal reminder of how my past professional experiences benefit the UX tasks I undertake. It also fills me with nostalgia for the good times that kept me in the classroom so long. And remember, if you’re seeking out a user experience lab in which to receive astoundingly honest feedback, you can’t beat a school classroom!
