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.
In the “Know” section, you introduce the new dimension of focus, and help your educators understand the importance of effective interactions. You share relevant examples as you introduce each of the indicators, and you lead them through the example scenario slides. Before moving onto the guided videos, the educators will know what the indicators are, why they are important, and the developmental impact on the children.
Now it’s time to move onto the guided videos, in which the educators develop their skills for identifying effective interactions. This is the “See” section. The videos are there for participants to not only identify evidence in each indicator but to also recognize how less effective interactions impact children and how they can enhance upon this interactions.
This section focuses on encouraging educators to take action and to implement the strategies they just learned into their everyday teaching practice with more depth, duration, and frequency. Participants will choose an indicator to focus on for the following week, and make concrete next steps on how they increase interactions specific to this indicator.
As you introduce the indicators with examples, consider adding these questions:
As you facilitate effective and less effective videos, try these questions:
The importance of this section is to help build upon the reflection that has started in the "Know" and "See" sections. Our goal is for the participants to choose an indicator to focus on improving, to create some concrete next steps on how they are going to accomplish their goal, to think about the impact on the child due to their intentionality, and, finally, to visualize what successfully attaining this goal would look like.
Let’s look at this in steps from an example from Infant Toddler MMCI:
Another way to help participants visualize their success is to say, “Everyone, close your eyes for 30 seconds and imagine you are in your classroom; what does it look like as you are implementing this goal, and how do the children respond?" If time permits, allow 2-4 minutes for your participants to role-play and act out their indicator of focus! This step also helps them see any challenges that may arise, and they can brainstorm how to overcome these barriers.
Let us know if you have other open-ended reflective questions that you currently use in your MMCI cohorts!
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.
"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.
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?