As we know, teachers often struggle with Instructional Support—and the focus of their professional development often lands here. While Instructional Support is worth improving, it's also important to remember that ALL interactions can affect child outcomes.
Although we categorize interactions into domains, dimensions, and indicators to better measure and understand them, the heart of the matter is RELATIONSHIPS. Relationships form the foundation for all the interactions that support child outcomes. Interactions happen all the time—whether they’re one-on-one or in groups, between students, or between a teacher and student.
Each moment-to-moment exchange has an outcome. As children watch responses from their teachers, they are learning how to respond themselves. The effectiveness of teacher responses can impact children’s outcomes.
Here are a few glimpses into one child’s day that paint a picture of how interactions can impact child outcomes:
Finally, did you notice how LANGUAGE fits in all of of these interactions?
When you get right down to it, you can see that interactions are built on feelings, guiding, and thinking, and they all start in a moment.
It’s what we DO with those moments that matter!
"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.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”