It’s such a delicate balance: you want to support children’s independence and show genuine regard for their perspectives, but you’re afraid that if you do, your class will get out of control. It’s happened to me—I’m following one child’s lead and suddenly the rest of the group is completely off track, or a child is leading a lesson and the rest of the class ignores him! So how do teachers give children genuine leadership opportunities, and still complete activities and maintain an organized classroom? The CLASS tool summarizes ways to do both—and our Video Library shows real teachers with strong Classroom Organization skills being flexible and student-focused, and supporting children’s leadership and independence.
Try it out—and post about how it goes!
Editor's Note: This post was originally published in October, 2014, but has since been updated to incorporate more accurate data and to keep content fresh and engaging.
Teachers everywhere have yet another new challenge—supporting students and their families from home. We know that high-quality interactions, including interesting, hands-on experiences that are facilitated and supported with feedback, scaffolding, and higher-order thinking questions, best support young students' learning. So how do you help your students' caregivers offer the same high-quality interactions while at home? Well, Rachel Giannini has some super fun ideas to share! The following are ideas she shared during her session at our recent InterAct CLASS Summit.
It’s Dual Language Learner Celebration Week! Every year in the U.S., the amount of young children who live in a household where a language other than English is spoken has been steadily increasing. As of 2016, about one-third of children under age 8 – over 11 million children – are dual language learners (DLLs).
As an infant classroom teacher, you know that talking to babies is important. For instance, you tell the infants in your care what they are looking at (“You see the new block basket on the shelf!”). You label objects (“You have the red ball!”). And you describe events that take place in the classroom (“The tray just fell off the table! That scared you.”). These are all examples of talking with babies. Why, then, can it be so challenging to do this consistently in the classroom?