We’re happy to introduce a new video blog series for coaches: What You Need to Know If You’re New to the CLASS. During this series, we’ll introduce some coaching strategies that can be used if you’re new to the CLASS, are just curious, or if you’re a veteran CLASS user and just want a refresher. Enjoy!
We know that the interactions between teachers and children are critical in helping children learn and feel comfortable and confident in the classroom. These same interactions are important in other relationships you have like the relationships coaches have with teachers.
In this video, we talk about how you can use parallel process or include those interactions outlined in the CLASS tool in your coaching sessions and why that is important to building those relationships.
Tell us about your experiences! How do you use parallel process in your coaching sessions? How have you seen it work and what challenges have you had?
When I first learned about CLASS Group Coaching—a training for early childhood professionals about building relationships with children—I was more than a little interested. This, I thought. This is what teaching is all about. It seems to be an obvious concept, but once we dig deeper, we are able to identify the whys and hows of our interactions. CLASS Group Coaching allows us to identify the benefits of our classroom relationships with our students and helps us be intentional in our daily practices. It allows us to utilize each moment we have with our students to deepen our understanding of their perspectives and genuinely connect with them as people. It helps us see the world from their view and guide their learning in a way that is relevant to them.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
CLASS allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Here are 4 things you should know about using data to improve student outcomes.