The concept of classroom orchestration arose from the complexity of managing pedagogical scenarios that include individual, team and class-wide activities with or without technology. This demanding task can be partly facilitated through technology if it takes into consideration the practical constraints of classroom management. Therefore, learning scientists must attend to the usability of their technologies from the viewpoint of a teacher facing 25 pupils and managing multiple logistic constraints. Classroom usability describes how orchestrable a learning environment is. Recently, research has evolved towards measuring orchestration load and modelling the process of orchestration with formal methods, either for the sake of scientific advancement, or to offload parts of the orchestration from teachers.