In 2013 Mamie joined Teachstone as a MyTeachingPartner (MTP) coach and now enjoys her role as a Professional Development Specialist. She loves using the CLASS system to help teachers increase and enrich classroom interactions. Her diverse background as an early childhood and elementary teacher in schools around the world helps her to form meaningful connections with educators. Having worked with children in New Mexico, Germany, Guam, Alaska, Japan, Washington DC and Florida, she appreciates the powerful impact effective interactions have on children. Mamie lives in Florida with her husband and two young daughters.
Favorite teacher: Patsy Giffin, Drama (High School)
At our 2016 InterAct CLASS Summit, we asked a group of educators to share their biggest difficulties in implementing professional development within their organizations. Despite the group’s diverse backgrounds, they reported similar challenges:
Uneven teacher skill sets
Planning and logistics
We're excited to introduce the third post in ourfour-post series discussing strategies to help with these common challenges.
What do you do when faced with a task that just seems daunting and overwhelming? What helps you feel ready to take on new challenges? Do you ask for help from others who have been there, done that? Seek advice from an expert? Well, when it comes to professional development, Teachstone is here to help. We have years of experience researching and finding solutions to the challenging task of providing teachers with meaningful and effective professional development.
Imagine classrooms filled with children who are comfortable taking risks, sharing ideas, and working cooperatively with their peers. Can this become the norm in classrooms across the nation? Yes, because this is what consistent and effective Teacher Sensitivity (TS) cultivates in the classroom. Research tells us that teachers who are aware of and respond to each child, supportively facilitate the ability of all children in the classroom to explore actively and learn.
Across the nation, teachers learning about CLASS are being asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?” The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.
We recently reposted a popular blog post about asking open-ended questions. We are thrilled that early childhood educators are becoming more intentional about engaging children in meaningful learning conversations. But has this ever happened to you?