DEAR MISS MATTERS:
I did a CLASS observation in a classroom where it was evident that the teacher and students enjoyed their time together, but I didn’t necessarily see many overt expressions of smiling and laughter. Are “grins and giggles” necessary for a high-range Positive Climate score?
It is important to remember that teachers are individuals with varying styles and demeanors. Their interactions don’t always have to be full of grins and giggles to be considered positive. This is especially important to keep in mind when using the CLASS measure to code older age levels, as the way that teachers relate to older students often differs dramatically from how they relate to younger children (and for good reason).
However, as CLASS observers, we do want to look for evidence that the teacher’s facial expressions, tone of voice, and body language show enjoyment and convey genuine interest and enthusiasm during interactions. A classroom high in Positive Climate is a warm and pleasant place where relationships between teachers and students and among students can thrive.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us:
Across the country and around the globe, schools/programs will soon reopen after extended closures due to COVID-19. Those that have remained open are instituting new health and safety practices.. Localities will determine whether to provide in-person, online, or hybrid teaching. Regardless of the model that schools/programs adopt, classrooms will look different now and for the foreseeable future.
Across the nation, teachers learning about CLASS are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.