If you're like me, you've started to notice that CLASS domains and dimensions are applicable to life even outside the classroom. You start wondering why your siblings aren't giving more regard to your perspective, and you start asking your significant other more open-ended questions.
Now you can take a fun quiz to see which pre-K CLASS dimension is most common throughout your weekly routine. Share your results in the comments below!
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.
When teachers hear CLASS tool, often the first thought that comes to their mind is asking children open-ended questions. And while asking “how” and “why” questions is extremely important in helping to foster and support language and concept development, we cannot have effective interactions with these questions alone. There is so much more to the CLASS tool!
Have you ever thought that the CLASS tool seemed subjective? Perhaps you’ve coded with another certified observer and come up with very different scores for the same classroom? Maybe you’ve struggled with the reliability test or CLASS Calibration and felt that it was due to you seeing the classroom in a different light or interpreting certain situations differently? You’re not alone. Many observers have been there.