If you’ve ever read the Teachstone blog, then you may have come across this very popular post written by Teachstone’s very own CLASS coding expert and client success guru, Nikki Croasdale. In her post, she likens the Quality of Feedback dimension to the old Tootsie Roll Pop commercial featuring a little boy asking a cartoon owl, “How many licks does it take to get to the Tootsie Roll Center of a Tootsie Pop?” Comparing this classic question to a common Quality of Feedback question (“How many back-and-forth exchanges make a feedback loop?”), she describes how CLASS defines this dimension, concluding that there is no magic number; when it comes to feedback loops it’s about quality, not quantity.
About a month after that post was published, I attended a CLASS observation training conducted by fantastic affiliate trainer, Marilyn Rice. In her training, I was delighted when she referenced this blog post as she explained the Quality of Feedback dimension. I was even more tickled when she handed out Tootsie Roll Pops to her participants, offering a visual reminder that truly stuck with them throughout the training. A truly creative trainer, Marilyn took what she learned from a single blog post and turned it into a unique learning experience for her training participants. I left that training confident that although I’m sure those participants will experience the typical reliability test anxieties, they would always remember and understand the true meaning of Quality of Feedback—one of the toughest dimensions for observers to conceptualize and code accurately.
As a trainer, how do you think “outside the box” and create unique learning experiences for your participants? Let us know how you go the extra mile like Marilyn did in this example! You never know, maybe you could be the next trainer featured in this blog!
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.
As a CLASS Group Coaching (MMCI) instructor, the sections of any given two-hour session may feel, at times, very goal driven. These sections titled "Know," "See," and "Do” are interconnected. In particular, it is possible to consider "Do" within "Know," and "See." When an instructor supports in-the-moment experiences that connect new knowledge to current practice, they make the CLASS dimensions more relevant to the educators' daily work. But how can we infuse more “Do” into “Know” and “See?” First, let's re-cap what happens in each section.
I have a confession to make. Recently, I used vacation time to stay home and watch Season 6 of The Walking Dead. I know, I know. How could I have let myself miss a whole season? Oh, and I feel a little bad about taking the time off from work too, but this was very nearly an emergency! I mean it was only weeks before Season 7 of the season premiere. I had to do something. Don’t judge.
While I was watching, I had the strangest feeling of deja vu. I felt like I had actually walked through a herd of zombies, but couldn’t quite place why it felt so familiar. Then it hit me—I had unknowingly created zombie-like participants during at least two of my previous CLASS trainings.