You have been coaching Teacher A for 6 months. You’ve gotten to know each other well, you understand her classroom and some of the frustrations she has with the working environment. After your coaching sessions you’ve identified some issues and discussed solutions, but each time you return you discover the issues are the same and the solutions were never tried. As you leave you wonder, “what have I accomplished, why am I not seeing positive change, what am I missing?”
Image: Edward Zigler, assisted by Marilyn M. Smith, presents the first CDA Credential to Margaret E. Wright on July 24, 1975, in Washington, DC (Source - Council for Professional Recognition).
For 54 years, Head Start has prepared children for Kindergarten by providing services that foster growth in their physical, cognitive, social, and emotional development. In the words of former President Obama, “For millions of families, Head Start has been a lifeline. And for millions of kids, it’s been the start of a better life.”
"I’ve just begun my journey into the world of coaching. I am eager and excited about this opportunity to help pave the way for more effective teaching. I’ve recently been given my list of classrooms that I will be working with and I’m anxious to get started. I get ready to meet my first teacher, Ms. Linda, and I just know that she will be excited to meet me and we will form an instant bond and work together for the benefit of the children in that classroom.
You’ve heard it said, “You never get a second chance to make a first impression.” I would propose this addition: “Except in teaching!” Of course, we know the first moments of the first day of school are critical to establishing a tone for the year ahead, and we put a lot of energy into those first moments. It’s always fun to prepare our classrooms for the new school year because we are full of renewed hopes and dreams.
We’ve all had kids in the classroom who push limits, can’t manage their feelings, constantly demand attention. Believe it or not, they are sending you a message. When kids misbehave, they are operating based on mistaken learning. With time, patience, and planning you can help them relearn! If you reframe your thinking about children’s behavior and recognize that misbehavior is usually based on mistaken learning, you are well on your way to helping your kids.
Before the 2019 InterAct Class Summit in Nashville was even over, we were already excitedly planning 2020! But before we get too ahead of ourselves, let's take a quick look back at the incredible presenters, attendees, and staff that made 2019 possible. We had nearly 400 participants from all backgrounds—teachers, caregivers, mentors, coaches, trainers, implementation leaders, administrators, assessors, researchers, and more. However, their common passion for improving classroom interactions and empowering life-changing teachers was evident.
Teachstone is pleased to announce that starting June 3rd, we will be launching our public offering of the Child Development Associate with CLASS®. Enrollment will open on May 6. It is a comprehensive online program that supports learners seeking to fulfill the continued education requirements for maintaining their Child Development Associate (CDA) accreditation.
I lived in rural Japan for three years. While there, I became very accustomed to ordering the same types of entrees at restaurants due to my limited ability to read menus and my unwillingness to eat foods outside my comfort zone. So imagine how overwhelmed I felt when I returned to the States and had to decide on one entree amid pages and pages and pages of delicious options. It took a few weeks to learn how to navigate my way through these endless options without wanting to close my eyes and blindly point while ordering my meals.
Can we talk about structure? When CLASS entered my life, I was 20 years into my career in the field of early childhood education. What I remember most about that initial training, besides the nervousness about an impending reliability test, was a sense of relief. Structure, including State and program standards, curriculum, materials in the classroom, and approaches to childcare and pedagogy, had dominated my working hours. CLASS was a lot to learn, but for me, it was a breath of fresh air. Observing with CLASS meant I could set aside my obsession with all things structural – which encompassed my thoughts every time I walked into an early childhood classroom.