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Teachstone Blog

Sherilyn Crump

sherilyn.crump@teachstone.com
Sherilyn (Sheri) joined the Teachstone team the summer of 2013. During her years serving as a Head Start Education Coordinator, Sheri became a CLASS observer and then an affiliate CLASS trainer. She holds a bachelor’s degree in Child Development/Family Studies from Western Michigan University and a master’s degree in Early Childhood Education. Her professional experience also includes child-care directing, preschool teaching, parent education, and training adults in the field. Sheri resides in Elkhart, Indiana—though she is a Michigander through and through! She enjoys writing and reading poetry, visiting historic sites and landmarks, watching really good movies, and spending time with family!

Favorite Teacher: Mr. Harrison, 11th–12th grade (US History)

Recent Posts

What Is an Open-Ended Question?

05 Jan 2017

The scenario: A teacher is sitting with several children having snack, and the teacher asks a student, “What are you going to be for Halloween?” 

Is this question open-ended or closed-ended?

Topics: Teacher Tips Read More

The Best Way to Incorporate More Concept Development in Your Lessons

12 Dec 2016

As you know, CLASS is a tool that captures teacher-student interactions. When it comes to the dimension “Concept Development” the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be present throughout your lessons.

Let’s look closer at how to do this. 

Topics: Teacher Tips, Pre-K Read More

Instructional Support in Transitions: Is It Possible?

21 Nov 2016

A great transition is one that is efficient, quick, has clear teacher follow through, and all the while, students know what to do and what is expected. Oh! And it must have learning opportunities embedded within. 

With all of that, is it possible to complete a smooth transition and still incorporate Instructional Support (IS)? Let’s explore the possibilities!

Topics: Teacher Tips Read More

CLASS Resolutions for 2016

08 Jan 2016

The science is in on New Year’s resolutions. According to a recent article by Bob Sulilvan in the St. Louis Post-Dispatch, about half of us will resolve to change something in 2016, and about half of those resolvers will have given up by Valentine’s Day (that makes sense to me, I mean, the chocolate alone!). In spite of those odds, I love a good couple of New Year’s resolutions. Setting meaningful CLASS goals for the rest of your school or program year don’t have to be overwhelming, in fact, the simpler the better!

Topics: Infant, Teacher Tips, Pre-K, Toddler Read More

Busting 3 CLASS-Coding Myths

09 Dec 2015

We Teachstone trainers often have participants in our trainings that have previously attended a CLASS Observation training. Some participants are returning to become reliable observers in another age group, while others have, at some time in the past, let their certification expire. No matter the reason a trainee is attending another CLASS observation training, someone will express sincere surprise during the portion of training that covers the CLASS coding process. We have heard comments such as, “I’ve never heard CLASS scoring trained like this before!” or “Thank you, this makes so much more sense, I can’t wait to try out coding in my classrooms now!”

Topics: Observation Training Read More

Remaining Objective: Moving Beyond “I Felt Like ...”

07 Aug 2015

Personal biases can challenge observers assessing the quality of teacher-child interactions with the Classroom Assessment Scoring System (CLASS). IAssessment in Early Childhood, author Sue Wortham (2005) states that “one cause of observer bias is differences in value systems. It is easy to apply one’s own value system when observing in a school” (pg.114).

Topics: CLASS FAQs, Observation Training Read More
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