<img height="1" width="1" style="display:none" src="https://www.facebook.com/tr?id=1441829102512164&amp;ev=PageView&amp;noscript=1">
Menu
Close Search

With CLASS, Interactions Matter—But You Can't Neglect Classroom Set Up

09 Feb 2016 by Mary-Margaret Gardiner
FAQs
We received an email recently that summed up something that we've been hearing in the field regarding the use of CLASS and classroom set up. This isn't the exact correspondence, but it went a little something like this:

Dear Mary-Margaret and Sarah,

I wanted to get your feedback on a situation that I've been noticing more and more. I'm an observer going to many different classrooms where they are seriously dedicated to improving interactions. That's great! But I've noticed that some programs are focusing so much on interactions that they've essentially started to neglect their room set up, and it seems to be causing some problems. What is a program to do? What are your thoughts?

Thanks!

That's a great question—such an important question that we recorded a conversation on this topic to post on our blog. 

 

You'll hear me mention a slide from CLASS observation trainings breaking down the elements that affect learning in a classroom. Here's that lovely graphic:

structureprocess.png

 

Do you have any other questions about conducing CLASS observations, improving scores, or conducting CLASS-based professional development? Send them our way. You can find our contact information on the Teachstone team page. Click on me, Mary-Margaret Gardiner, or Sarah Hadden and send us your tricky CLASS questions!

 

Learn how to combine CLASS with other quality assessment tools in our Crosswalks.
Share this Post
Mary-Margaret Gardiner

Mary-Margaret Gardiner

View More Articles

Related Posts

5 Tips for Bringing Preschool Students Back In-Person

5 Tips for Bringing Preschool Students Back In-Person

By Nellie Rosado

Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us: 

Read More
Using Self- and Parallel Talk to Enhance Communication Skills

Using Self- and Parallel Talk to Enhance Communication Skills

By Mamie Morrow

Across the nation, teachers learning about CLASS are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”

The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.

Read More
CLASS Is Like a House

CLASS Is Like a House

By Meghan Cornwell

I recently heard a great analogy about the CLASS tool and I had to share it. I can’t take credit for the idea. Affiliate Trainer, Teresa Bockes, originated the concept, and I loved it the minute I heard it: CLASS is like a house. Let’s build a house step-by-step to learn more about this metaphor.

Read More
Top 6 CLASS Myths

Top 6 CLASS Myths

By Emily Doyle
Think you know the CLASS tool? Read on to test your knowledge!
Read More