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Teachstone Blog

The Difference between Concept Development and Quality of Feedback—and Why It Matters

23 Mar 2017

Concept Development and Quality of Feedback—these two CLASS dimensions used to elicit a sense of fear in me, and I suspect they do for other early childhood educators, too. The fear came from hearing the average teacher’s scores in these dimensions, confusing the two dimensions, and from knowing how important they are to impacting children’s cognitive development.

Topics: CLASS FAQs, Observation Training Read More

Why CLASS Specialists Love Analogy (and you should, too!)

07 Mar 2017

 

CLASS Specialists are always thinking about the complexity of the CLASS tool as we prepare for our trainings. As a trained CLASS observer, I am comfortable observing and recognizing quality interactions that fit in the tool. But I needed a strategy to convey this information to those who may not be as familiar with the tool.

As it turns out, using an analogy is a perfect way to make the complex relatable, less overwhelming, and more familiar to our participants. 

Topics: Coach Tips, Just for Fun, CLASS FAQs Read More

One School. Two Classrooms. Two Vastly Different Experiences.

18 Jan 2017

 

What does quality teaching look like in an early childhood classroom? Twenty-five years ago, it was providing a safe place for children to play, with stimulating materials and books to read. Today, we have provided those basics in most early childhood classrooms, and our focus has shifted to the hows of quality—how teachers interact with children, how they use time and materials to get the most out of every moment, and how they ensure that children are engaged and stimulated.

Topics: Research, CLASS FAQs Read More

Self- and Parallel Talk: Not Just for the Non-verbal

12 Jan 2017

I was quite taken aback recently when an intern completing her first semester with a group of young toddlers told me, “My goal when I started the semester was to use more self-talk and parallel talk, but the toddlers are now talking, so that’s no longer needed.” 

How to respond? Clearly she assumed that the self- and parallel talk supported language for very young children, and the effectiveness ended there. But that's not really true.

Topics: Teacher Tips, Coach Tips, CLASS FAQs Read More

The Most Underutilized Page in the CLASS Manual

22 Sep 2016

The Scoring Summary Sheet can offer observers and coaches a lot of insight on what's happening in a classroom during a typical day. Located on page 18 of the Pre-K CLASS Manual, Figure 2.2 shows how to create a summary of all six observational cycles. It also allows coaches to ask data-backed, specific questions like, "What's happening during small group that may be affecting a teacher's behavior management interactions?" 

Topics: Coach Tips, CLASS FAQs, Observation Training Read More

Interactions Are Our Core: The Key Ideas Behind CLASS

24 Aug 2016

At this year’s InterAct Summit, Bridget Hamre delivered a powerful message during the opening keynote. We pulled out some of her key points into a two-part blog series, Interactions Are Our Core. Below is the second part of a two-part series on Interactions Are Our Core. You can find the first part here.

Topics: Leadership and Policy, CLASS FAQs Read More

Interactions Are Our Core

17 Aug 2016


At the InterAct Summit 2016, Bridget Hamre delivered a powerful message during the opening keynote. We pulled out some of her key points into a two-part blog series, Interactions Are Our Core. 

Topics: Leadership and Policy, CLASS FAQs Read More

Everything You Wanted to Know about Teachstone's Classroom Videos

16 Aug 2016
Classroom video is at the heart of Teachstone’s products. We certify observers by asking them to reliably code video segments. Our Video Libraries, myTeachstone video resources, and interactive courses use authentic classroom moments to model exemplary CLASS practices and support teacher professional development. Since we are constantly adding new resources to myTeachstone and creating new videos for our six reliability tests, we have consistent need to collect new classroom footage. Topics: Products and Trainings, CLASS FAQs Read More

What Does Regard for Student Perspectives Look Like in a Teacher-Directed Activity?

11 Aug 2016

It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. Intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement. 

Topics: Teacher Tips, Pre-K, CLASS FAQs Read More

I Added CLASS to my ECE College Courses, and Why You Should Too

09 Aug 2016

I’ve been in the field of early childhood education for over 35 years and absolutely LOVE the CLASS tool. I wish I had CLASS during my years as a teacher and director of ECE programs. I am grateful to have the CLASS tool now to express my continual love for ECE and the importance of great teaching in the early years of children's lives.

Topics: Higher Education, CLASS FAQs Read More
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