When conducting a CLASS training, there are always a few dimensions I know participants are probably going to struggle with more than others. For instance, Concept Development is going to be tricky for some, followed closely by Quality of Feedback. Usually though, as we progress through training, these dimensions become more clear.
When I am not on the road training teachers, researchers, and coaches on the CLASS tool, you can often find me in the home office. There, I'm busy writing blog posts (like this one!), learning new age levels (did you know we have an observation tool for each age group from Infants through Secondary?), and fielding questions and concerns from the Reliability Support helpline. A few weeks ago a question came through the Reliability Support queue that made me stop and think. After answering it, I realized that there are probably other observers out there who are struggling with this same question, or one similar. So here is the question and my thoughts on it.
Once you have been through CLASS Observation Training, it is hard not to notice interactions everywhere you go! You even start to sort those behaviors into dimensions mentally—at least I know I do! When this happens, it can lead us to our own "ah-ha!" moments when preparing for training and gives us some great examples to use with participants who may be experiencing CLASS for the first time. Being able to connect the tool with a relevant, real world examples helps participants connect new content with something they may have experienced, too!
During the dimension discussion of Instructional Learning Formats in a CLASS Observation Training, I often find myself needing to clarify the difference between the indicators of Effective Facilitation and Clarity of Learning Objectives. My participants have pointed out that both indicators talk about the teacher asking questions, and if the teacher is effective, shouldn’t learning objectives then be obvious?
We recently received an email from an observer who had just completed his K-3 recertification and had some difficulty with Teacher Sensitivity. He stated that he was uncertain how to code the indicator of Addresses Problems if the students do not appear to have difficulties. He wondered if he needed to be more attentive to minor signs of awareness and responsiveness. If you've ever wondered that yourself or have had a trainee ask you that question, read on to see our response.
Early educators are prepared for transitions in a child’s life. Whether it’s introducing them to solid foods, teaching them how to paint within the lines, or even toilet training, it’s important to help children ease into new responsibilities by instilling confidence in them. One of the more significant transitions is from a child care setting to kindergarten. As children get closer to five years of age, it’s vital toprepare them for a smooth transition into kindergarten, but depending on where they are coming from— a family child care, their own homes, or a center-based setting—their transition might be more noticeable and/or challenging.
¿Sabías que CLASS se utiliza en más de 30 países alrededor del mundo? Estudios a nivel mundial han demostrado que CLASS es una herramienta válida en diversos contextos culturales. Nos da gusto lanzar un blog internacional llamado Punto de Mira, el cual está dedicado a destacar el uso global de CLASS. Si vives fuera de los Estados Unidos y te interesa compartir la experiencia de tu implementación de CLASS en nuestro blog, por favor, contacte a Lorena Sernett, gerente de cuentas internacionales de Teachstone.
Did you know that CLASS is now being used in more than 30 countries across the globe? Research studies worldwide have already shown that CLASS has been validated in varying cultural contexts. We are excited to launch an internationally-focused blog on CLASS use around the world called Country Spotlight. If you live in a country outside the United States and would like to submit a blog about your CLASS implementation, please contact Lorena Sernett, Teachstone's international account manager.
