If you've been training or coaching on CLASS recently, you've probably started to notice that CLASS domains and dimensions are applicable to life even outside the classroom. Perhaps you've started wondering why your partner doesn't have more regard, you've started asking your mother more open-ended questions, or you've caught yourself attending to your dog's positive behaviors.
“How would you structure your classroom schedule?”
The first time I interviewed for an early childhood teaching position, this question stumped me. As straightforward as it sounds, I hadn’t really thought about it before! There are so many factors to consider: What activities do my students like? How do they learn best? How do I fit in the activities that licensing or my education director think are important? How do I align these with learning standards or my students’ goals? And, realistically, what are my strengths as a teacher?
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
1. Collecting Observation Data is Just One Piece of the Puzzle
The CLASS measure allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But collecting observation data, alone, does nothing to impact students. Improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Have you ever wished for a magical power that helped you take notes super effectively while conducting CLASS observations? The kind of magical power that would allow you to capture everything you see and hear without missing a beat? The kind of magical power that paints an exact picture of what happened in the classroom without actually being there? Yeah, me too!
As I sat in on an Infant Train-the-Trainer session, participants reflected on their previous experiences with CLASS: learning about it, using it to observe classrooms, supporting teachers, and training others to observe. One participant spoke up:
“CLASS is a measure you have to get wrong to get right.”
CLASS Specialists are always thinking about the complexity of the CLASS tool as we prepare for our trainings. As a trained CLASS observer, I am comfortable observing and recognizing quality interactions that fit in the tool. But I needed a strategy to convey this information to those who may not be as familiar with the tool.
As it turns out, using an analogy is a perfect way to make the complex relatable, less overwhelming, and more familiar to our participants.
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
The last time I was at a family function, I was excited to catch up with my 15-year-old cousin. I hadn’t seen him for a while, and I was ready to get clued into the high school world. Sadly, he had other plans, most of which involved watching YouTube videos and responding to my questions with, “sure,” and “cool, Allie.”