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.
"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.
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
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.
Let’s face it, change is hard. Changing what we do or how we do it, whether the change is personal or professional, is seldom easy. So why should we encourage and embrace change? Would you believe a lobster can help shed some light on the answer?
Empowering and equipping coaches with the information and resources they need to mentor also empowers the teachers they're coaching. Check out these coaching resources that discuss how to provide feedback based on CLASS data, how to prepare teachers for a CLASS observation, and much more.
Imagine you’re a cook in a restaurant. It’s what you do every day, you are passionate about it, and consider yourself pretty darn good at it. One evening, the owner of the restaurant decides he is going to attend a meal “as a guest” and is served one of your featured dishes: chicken pot pie. You emerge from the kitchen, excited to find out what he thinks, and his response: “Taste this. What would you do differently next time?”
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.