“Show. Don’t tell,” said every writing teacher ever. And just as common was students’ response: “Why?” Whether describing a setting sun or explaining Feedback Loops, I’ve always found it easier to just tell. But I’ve never found it as effective as showing. That’s why I was especially excited to get to spend an hour talking with folks who support teachers’ growth about how to interact with teachers in ways that help show them the kinds of effective interactions we want them to have with kids. We call this kind of showing parallel process. Watch the recording of our webinar to hear more of our conversation.
Good question! Parallel process is when we interact with teachers in the same ways we expect them to interact with children. It’s a way to show teachers what we mean by things like “contingent response” or “feedback loops” by letting them experience them first hand.
Parallel process can also help us reflect on how we interact with teachers. Even though the CLASS framework focuses on teacher-child interactions, there are many parallels to adult learning; one example comes from research on behavior change that “suggests that people are more likely to make changes when feedback comes from a trusted and respected source.” Isn’t that what Emotional Support is all about? Shouldn’t we also strive to be productive and engaging as we work with teachers? Shouldn’t we be providing feedback that clarifies and extends teachers’ understanding?
If you’re interested in learning about ways to model effective interactions or want to take a fresh look at your own coaching practices, check out our recording of the MyTeachingPartner (MTP) quarterly webinar on parallel process.
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.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
CLASS allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Here are 4 things you should know about using data to improve student outcomes.