Reliability testing is stressful? Right? Right! Especially when you are an Affiliate Trainer, and you must pass the test to maintain trainer status! So you want to make sure that you’re doing the best you can. You study for the test, put a “Do Not Disturb” sign on your door, and lock yourself in your office with your manual, score sheets, and pencils in hand. (Steaming hot cup of coffee or tea is optional).
You’re watching the first video, taking copious detailed notes, and then something distracts you. Maybe someone ignores your “Do Not Disturb” sign and knocks on your door – or maybe your mind just wandered for a brief moment. You think you might have missed something! Perhaps you missed a key interaction that might have altered the code! What should you do? You start to panic – and then suddenly, you remember the pause button, and you think you are saved. This button will be your salvation - the difference between a hearty congratulations message and the dreaded “you did not achieve reliability” notification.
But stop one minute and think before you hit pause or rewind the video. While that button is there, it’s not a good idea to pause or rewind multiple times during the video observation. This practice can give us a very fractured picture of what happened in that classroom, which is counter to the holistic view that we’re looking for in a CLASS observation. Furthermore, pausing and rewinding a video can lead the observer to overthink and second-guess themselves.
So why do we have that functionality on the testing site? It allows people who have a major interruption to pause the video and then go back and review what they saw. It’s not meant to be used for momentary distractions, but rather for an event that breaks concentration (think about a phone call that you have to take vs. silencing your phone if it rings while you are testing). Furthermore, the pause button may also be helpful for people who have difficulty processing the language.
If it makes you nervous not to rely on the pause button, consider the following:
So the next time you’re testing and tempted to hit pause to make certain that you’ve got every tiny detail down, think again and go with the flow. And prepare yourself—your participants will ask you if they are able to re-wind or re-watch videos. Hopefully, our tips here will help you explain all the reasons “why-not-to!”
If you're a CLASS observer, you've probably found yourself in a situation where you have to make inferences or rely on contextual evidence when assigning scores. However, it should always be your goal to minimize subjectivity and assumptions. You have to prevent your emotions, opinions, and ideas that are not a part of the CLASS tool from influencing scoring. Achieving an emotionless state of objectivity while observing can be incredibly challenging. It takes practice to recognize when objectivity is threatened and respond accordingly.
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.
Exciting news, you can now purchase Individual CLASS Calibrations directly from the Teachstone Store! They're available for Certified CLASS observers at all 6 CLASS levels. When you purchase an individual calibration, you’ll receive a video to watch and code on your myTeachstone dashboard. After submitting your codes, you’ll get an automated score report and a prerecorded webinar discussing the master codes.