Carmen is an education coordinator mentoring a preschool teacher, Brittany. Through the course of their year working together, Carmen has explained, in detail, the definition of each CLASS dimension, along with some examples of what these behaviors might look like in a classroom. Brittany mostly gets it. Behaviors like “setting clear expectations” are familiar. Maybe she didn’t always call it “CLASS,” but Brittany has seen firsthand how important it is to provide clear behavioral expectations in her three years as a teacher.
But there are a few CLASS behaviors that are trickier, mostly because they don’t come as naturally to Brittany and she’s not really thought about them before.Coaching Tip:
As a coach, Carmen could try providing real-world, adult examples that Brittany might be able to relate to.
The charts below provide some ways she might do this using some commonly tricky Concept Development behaviors.
|Everyday Example:||Have you ever thrown a birthday party? Before you got started baking the cake and decorating the house, you probably did some brainstorming, listing everything you might need for the party. It might have looked like this:
|Everyday Example:||Now imagine you’ve brainstormed and created a list of everything you might need for the party. It’s time to start planning, starting with the invitations—What will they look like? Who will receive an invitation? What will be the date, time, and location?|
|Everyday Example:||Now that you’ve planned the invitation details, you are ready to create it. You design your invitations using materials, images, and text.|
Carmen might also follow up by asking questions to promote further discussion:
When I first learned about CLASS Group Coaching—a training for early childhood professionals about building relationships with children—I was more than a little interested. This, I thought. This is what teaching is all about. It seems to be an obvious concept, but once we dig deeper, we are able to identify the whys and hows of our interactions. CLASS Group Coaching allows us to identify the benefits of our classroom relationships with our students and helps us be intentional in our daily practices. It allows us to utilize each moment we have with our students to deepen our understanding of their perspectives and genuinely connect with them as people. It helps us see the world from their view and guide their learning in a way that is relevant to them.
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