From phone calls to meetings to conferences to trainings to social media—I spent A LOT of time discussing the CLASS. And one thing people constantly ask me is, “How can I take the next step in boosting my CLASS knowledge?”
About four months ago, my husband and I welcomed our second child, Maddy, into the world. Unlike 20 months earlier, when Oliver was born, we weren’t worried about having all the right baby gear. I wasn’t waking with nightmares about the birth. Quite frankly, our hands were so full juggling full time jobs and a toddler that child #2 was more of an afterthought. It would be simple—I knew exactly what I was doing.
In our earliest implementations, when Teachstone was just being formed, we often heard that teachers were caught off guard by CLASS-based professional development. Trainers were hearing questions like “What am I doing here?” “Why was I asked to attend?” and “How does this relate to my other professional growth activities?” We quickly learned that teachers and professional development providers need to be on the same page about goals. Sometimes goals for teacher-child interactions are set at the program level; sometimes they are set for individual teachers. Either way, everyone needs to be clear on what they are reaching for.
Infants are completely dependant on adults for their survival and development. That's why it is important to start CLASS observations even in classrooms with the youngest children. Learn about the four specific dimensions that make up infant-caregiver interactions, and how to improve these interactions in our new online program, Learn About Infant CLASS Dimensions.
Joe is fascinated by insects, and Liam is really into baseball. When teaching the concept of patterns, we may consider how patterns are demonstrated in baseball and the insect world to hook both Joe and Liam into learning. We frequently differentiate instruction based on students’ interests, and, as educators, we recognize the need to individualize learning opportunities for children in our classrooms. We may also differentiate based on learning styles.