It's true, school cafeterias have a bad rap. Experiences in cafeterias have contributed to some low CLASS scores. For example, one observer was scoring a group of preschoolers in a public school cafeteria where all the children were required to be silent during lunch. One can hardly score high on Language Modeling or other CLASS dimensions when the children are asked to sit in silence!
I thought one way to counteract this stereotype about school cafeterias is to tell a story of a wonderful classroom observation that proves us wrong.
I was conducting a CLASS observation of a group of pre-K children getting ready to go to the cafeteria for lunch.
“Hmm," I thought. “School cafeterias are usually pretty bad.”
Then I said to myself, “Stop!”
This negative response made my internal red flags fly. I thought, “that is a predisposition, and is not good for a CLASS observation.” It would have been better to turn this thought into, “I wonder what I’ll see,” a self-talk statement I use when I catch myself prejudging.
I found myself writing furiously in the next 20 minutes. In fact, I saw and heard all sorts of high-level interactions. The teachers made the journey to the cafeteria and the cafeteria itself into rich interactive experiences for children.
The observation began by noting interactions during the children’s clean up from center time. The children who had finished were singing a song with one of the two teachers while they lined up at the door. Everyone in the classroom was busy, and the children at the door were choosing their own songs and took turns leading them. They laughed as they changed the words and made up their own songs. They were having so much fun, the other children rushed to join them.
On the way down the endless school corridors, they played “do not step on the cracks in the linoleum.” The teacher in the back was having an in-depth conversation with a child about what he thought was going to be for lunch as compared to yesterday’s lunch that he didn’t like. The teacher in front was encouraging ideas from the children about how to not step on the cracks and walk to the beat of the song they were singing. She was also trying it herself and walking slowly to the beat, as the children were getting a little wound up.
Soon, they were at the obligatory bathroom and hand-washing stop. The children resumed their singing, talking, and taking turns. One child who said he wanted to wait in the hall was allowed to hang back on his own near the door.
Continuing on down the corridor maze, we finally arrived at the cafeteria. All the children knew exactly how to get their trays and their milk cartons. The teachers were retrieving their lunch boxes and bags from a cooler that seem to appear out of nowhere. Though the children didn’t get their own lunches, they did choose where to sit and they all got busy trying to get their milk cartons open. The teachers were circulating, helping them get set up, and sharing how to open the cartons with demonstrations and encouraging words. Milk cartons and straws are tricky work!
As things settled, the children were eating and talking with each other about what they liked and didn’t like in their lunches, holding up their lunch bags for others to see.
All of a sudden, my last 20-minute observation of the day was up and I regretted that I couldn’t stay longer. The time went by so quickly and I had seen so many great interactions! Even at lunchtime in the cafeteria, this classroom had it all happening and was a great example of a “well-oiled machine.” It made me think of all the hard work that went into making this high-scoring observation.
Thank you, wonderful teachers for helping me see how even cafeterias can be a rich learning experience. It’s not the what or where but how teachers interact.
Do you have any tips or stories about coding in a school cafeteria? Please share your thoughts, stories, and/or tips in the comments section below!
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
We’re still soaking up the wisdom shared by our many, many excellent speakers at the spring 2021 InterAct Summit. From its inception, Teachstone has been an organization based in research. Because the CLASS is reliable and valid, teachers and programs trust it to give meaningful, accurate, and actionable information. To learn more about the current work being done in the field, we invited co-founder Bob Pianta to give an update on new research findings.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.
At Teachstone, we are all in on early learning. The research shows us that, with the help of effective educators, there is so much potential to build a strong foundation for children’s learning well before elementary school. But some research, including the Head Start Impact Study and the research on Tennessee’s voluntary pre-K, has complicated the story. Researchers found that in some cases, gains made in early childhood education seemed to fade out by around third grade.
Follow-up research has added to the narrative.