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?
Teacher: Why did you decide to put the triangle-shaped block on top?
Teacher: Because why?
I think all educators would agree that there is a skill to crafting and asking open-ended questions. Did you know there is also a learning curve for answering these wonderful questions that require thought and more than a one-word response? When teachers ask an open-ended question, the focus of the conversation switches to the child. To formulate an answer, the child needs time to pause, think, and reflect. Some children are used to this type of inquiry while others need practice to become comfortable verbalizing their thoughts and opinions.
So, how can we help children develop the skills necessary to answer open-ended questions?
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.