Have you ever wished for a magical power that helped you take notes super effectively while conducting CLASS observations? The kind of magical power that would allow you to capture everything you see and hear without missing a beat? The kind of magical power that paints an exact picture of what happened in the classroom without actually being there? Yeah, me too!
Do you ever find it difficult to explain to others what you do as a profession and what CLASS is?
When I was a classroom teacher and people asked me about my job, I could say, “I am a teacher,” and everyone knew exactly what I did. But, when I joined Teachstone and began delivering trainings on the CLASS tool, things seemed to change. I couldn’t answer that question with such a simple answer. Here is a recent conversation I had at an airport where I was asked about what I did for a living.
As I sat in on an Infant Train-the-Trainer session, participants reflected on their previous experiences with CLASS: learning about it, using it to observe classrooms, supporting teachers, and training others to observe. One participant spoke up:
“CLASS is a measure you have to get wrong to get right.”
CLASS Specialists are always thinking about the complexity of the CLASS tool as we prepare for our trainings. As a trained CLASS observer, I am comfortable observing and recognizing quality interactions that fit in the tool. But I needed a strategy to convey this information to those who may not be as familiar with the tool.
As it turns out, using an analogy is a perfect way to make the complex relatable, less overwhelming, and more familiar to our participants.
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
The last time I was at a family function, I was excited to catch up with my 15-year-old cousin. I hadn’t seen him for a while, and I was ready to get clued into the high school world. Sadly, he had other plans, most of which involved watching YouTube videos and responding to my questions with, “sure,” and “cool, Allie.”
Let’s face it, change is hard. Changing what we do or how we do it, whether the change is personal or professional, is seldom easy. So why should we encourage and embrace change? Would you believe a lobster can help shed some light on the answer?
We remember when we first learned about CLASS (it was a long time ago!). It was EXCITING! Interactions are at the core of every moment of the classroom day. And CLASS seemed to draw out everything that we knew would lead to engaged learners and long-term success for children. We wanted to shout CLASS from the rooftops!
Have you ever meditated? One of the most challenging aspects of this practice is clearing your mind from day-to-day thoughts that pop into your head. If you meditate, you know that trying to push those thoughts away doesn’t work—in order to free your mind you must first acknowledge those distracting thoughts before you can return to your “moment of zen.”