In our previous “Real World Examples” post, we focused on Behavior Management. Keeping with the Classroom Organization domain, Productivity is our next dimension of exploration. Looking through the CLASS lens, teachers who are high in productivity have a classroom that work like a well-oiled machine. Everyone is aware of the expectations and how things work in each part of the day. There is little instructional time lost during the day. In real life, we often do not stop to think about what makes a day more or less productive. By being intentional in how we structure our time, we can better understand the benefits of productivity in the classroom.
In our previous Behavioral Marker Series post, we focused on the often-misunderstood marker of “Disconnected Negativity.” As a reminder, CLASS behavioral markers are the bulleted lists of concrete examples located under indicators. You will find the indicators listed under each dimension’s face page.
Let’s dive right into our next challenging behavioral marker, “Evaluation.” Evaluation is found under the indicator of “Analysis and Reasoning,” in the dimension of Concept Development.
In our previous “Real World Examples” post, we focused on Regard for Student Perspectives. As we continue our journey through the CLASS manual, today we will move into our next domain, Classroom Organization. Let’s dive right into the dimension of Behavior Management. And speaking of diving, summer is here and temperatures are at an all time high, so I’m sure we are headed to our local community pool to cool off!
Imagine this scenario: As a coach, you walk into a classroom to conduct an informal CLASS observation followed by a coaching conversation. During this conversation you might ask the teacher to share some of the highlights of her week and challenges that she has been facing. You also plan to share what you observed during your time in the classroom, some areas of strength that you noted, and opportunities for growth. You have grand plans of how this visit will go.
In the last "Real World Examples" post, we focused on Teacher Sensitivity. Moving on through the CLASS manual, today we will explore Regard for Student Perspectives, the last dimension in the Emotional Support domain. The English Oxford Dictionary defines the word regard as “pay attention to;” for CLASS, this translates to: “pay attention to student perspectives.” When teachers purposefully plan activities and lessons that incorporate students' ideas and interests and allow them opportunities to talk, the children feel like they have a place and ownership in the classroom. The same rings true in day-to-day life—when we welcome others’ perspectives, there are more opportunities for intentional learning.
We recently saw a comment on the CLASS Community Facebook Group from one of our MMCI Instructors and CLASS Observers, Candice Smith, and this is what it said:
“Well, you know you are a CLASS Instructor when you find yourself in the jury room telling your fellow jurors to remain objective, opinions do not matter, and to put on your lens and focus on the evidence only.”
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.
A couple weeks ago, a friend shared this short video below from The Atlantic with me. Turns out, this video was everything I love about good media: it was concise, included simple takeaways, and gave me something to think about (long after the video ended). I couldn't help but think about how a trainer might use this video, particularly in a teacher training or with a coach audience.
There are many systems and tools available for programs to in their assessment and quality improvement. Some measure similar things and some measure very different things. Depending on your program goals, you may feel that one assessment tool is all you need, while others may feel that they need to use several tools.
This is why we are thrilled to be part of a true collaboration: a jointly produced document providing an overview of the alignment between the domains of the pre-K CLASS measure and the NAEYC Accreditation for Programs Serving Young Children (NAEYC Accreditation) standards and criteria.