Serving meals to preschool children can be challenging. The daily schedule can easily get away from you through unexpected interruptions, spending more time than planned on an exciting activity, sick children, or some of the many accidents that occur in busy classrooms. As a result, mealtimes often get pushed to the side as just one of the daily routines necessary to get through the day.
But we should still be thoughtful to include high-quality interactions at mealtimes for many reasons. First, is that with our nation’s high obesity rates, the emphasis on nutrition and healthy choices is growing. Secondly, we know that many families are busy and mealtimes are often sacrificed at home.
Finding ways to engage children during mealtime as a relaxing and important interaction of each day matters! That’s why I’m here to discuss how you can include the CLASS dimension of Instructional Learning Formats (ILF) while children eat.
So, you might wonder, “How do I do this if I’m already so busy?” Well, I’ve got just the recipe for you.
I don’t know about you, but I love it when I already have the ingredients for a recipe in my pantry. The wonderful thing about this recipe is that every teacher has all of the ingredients at their fingertips!
Mix together high-quality amounts of:
Including ILF on the daily menu is beneficial in transforming mealtime from a routine part of the day into an opportunity to support children’s development both emotionally and cognitively. From comparing and classifying the meal to supporting social skills and building relationships, serving up ILF at every meal is a tasty idea!
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.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.