Deirdre Manley joined the Teachstone team in 2015. She currently resides in Lake Mary, FL and trains on Pre-K tools. Deirdre loves research focus on brain development and how quality interactions positively impacts cognitive/intellectual development. Prior to joining the Teachstone team, Deirdre was an EC Specialist where she provided training and technical assistance in School Readiness, Data Analysis, Parent, Family and Community Engagement, Practice Based Coaching and Pre-K CLASS to the Office of Head Start grantees.
During her free time, she likes to run long distances while dressed in a tutu and tiara.
The CLASS is multi-faceted and complex. It’s no surprise new and old CLASS participants carry around and pass on misconceptions about it. Here are four common misconceptions about CLASS and ways we can address them during and after trainings.
During the dimension discussion of Instructional Learning Formats in a CLASS Observation Training, I often find myself needing to clarify the difference between the indicators of Effective Facilitation and Clarity of Learning Objectives. My participants have pointed out that both indicators talk about the teacher asking questions, and if the teacher is effective, shouldn’t learning objectives then be obvious?
As CLASS trainers, you know this moment all too well: the moment when a participant offers an inaccurate observation during a training video discussion. The way you respond to the comment can make or break the training experience for the participant. The key is redirecting misplaced observations without shutting down the conversation—and this can be challenging. Here are some specific steps you can take to effectively redirect these comments:
One of the most memorable characters from the cartoon series Charlie Brown is his ordinary teacher. Even though this character had no physical appearance, the cartoon is memorable because you could hear Charlie Brown teacher’s voice, “wah-wah-wah-wah-wah,” inspiring the students to talk to each other.