At Teachstone, we spend so much time focused on early childhood that it's easy to lose track of all the great work being done in the upper grades. For this reason, my colleague, Joe Pierce, and Jessica, our blog moderator, asked me to review some of the research on interactions in upper elementary and secondary classrooms. There are recent findings that point to the importance of teacher-student interactions, even for students in high school. Here are some key points, along with links to articles in case you want to dig deeper.
UE? CLASS-S? You may not be aware that there are CLASS observation tools and supports for use at the Upper Elementary and Secondary School levels. I’ve facilitated quite a few trainings at these levels and am excited to see them being used more widely. Most people I meet in the process find the upper-level tools aligned with school-wide initiatives, best practices, and their own sense of what good teaching looks like.
The CLASS tool measures interactions in classrooms serving infants through high school students. That’s quite a span—and also why there are six different tools tailored to each age level. So what links these different tools? That’s where a fancy-pants term comes in: heterotypic continuity.