---
title: Cuatro conceptos erróneos comunes sobre CLASS
description: 4 conceptos erróneos comunes sobre CLASS y las formas en que podemos abordarlos durante y después de los entrenamientos.
image: https://info.teachstone.com/hs-fs/hub/336169/file-2550106730.jpg
---

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          - [CLASS® 2nd Edition Pre-K-3rd](https://teachstone.com/class-2nd-edition-pre-k-3rd/)
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          - [CLASS Environment Observer Training](https://teachstone.com/class-environment/#environment-observer-training)
          - [CLASS Environment Overview for Educators](https://teachstone.com/class-environment/#environment-educator-training)
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          - [CLASS Train-the-Trainer Affiliate Program](https://teachstone.com/class-train-the-trainer/)
          - [CLASS Affiliate Trainer Recertification](https://store.teachstone.com/trainer-recertification-new/)
          - [CLASS 2nd Edition Measurement Trainer Program](https://teachstone.com/class-2nd-measurement-trainer/)
          - [CLASS Observer Recertification](https://store.teachstone.com/observer-recertification-new/?showHidden=true)
          - [CLASS Observation Certification Training](https://teachstone.com/class-observation-training/)
    - [Transition Supports](https://teachstone.com/class-observer-supports/)
      
          - [CLASS Group Coaching Transition Training](https://teachstone.com/class-group-coaching-transition-training/)
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          - [Instructional Support for Coaches](https://teachstone.com/coach-feedback/)
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          - [Banking Time: Investing in Relationships](https://teachstone.com/banking-time/)
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          - [CLASS Manuals](https://store.teachstone.com/class-2nd-edition-pre-k-3-manual-options/)
          - [CLASS Observation Score Sheets](https://store.teachstone.com/score-sheets/)
          - [CLASS Strategy Cards](https://store.teachstone.com/class-strategy-cards/)
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# Cuatro conceptos erróneos comunes sobre CLASS

 marzo 16 2020 by [Deirdre Manley](https://info.teachstone.com/blog-en-esp/author/deirdre-manley)

- [CLASS en la práctica](https://info.teachstone.com/blog-en-esp/topic/class-en-la-práctica)

![](https://info.teachstone.com/hs-fs/hub/336169/file-2550106730.jpg?width=519&height=300&name=file-2550106730.jpg)

CLASS es multifacético y complejo. No es de extrañar que los nuevos y viejos participantes de  
CLASS lleven y transmitan ideas erróneas al respecto. Aquí hay cuatro conceptos erróneos  
comunes sobre CLASS y las formas en que podemos abordarlos durante y después de los  
entrenamientos.

**1. El entrenador es la fuente de todo conocimiento**

Los participantes podrían pensar que los entrenadores proclamarán la verdad y que simplemente la  
absorberán y la escribirán. El desafío aquí es que piensan que, si un entrenador no les dice las  
respuestas, no pueden saberlas. Los entrenadores deben alentarlos a pensar de esta manera: el rol  
del entrenador es un entrenador de aprendizaje. Ayudan en el proceso de aprendizaje y evalúan la  
comprensión. La mejor manera de encontrar respuestas a preguntas sobre CLASS es usar el  
manual.

**2. La lectura y la comprensión no son relevantes cuando se**  
**entiende CLASS**

Durante y después de una capacitación, los capacitadores a menudo recuerdan a los participantes  
la importancia de leer detenidamente todo el Manual de CLASS antes de realizar la prueba de  
confiabilidad. Algunos participantes piensan que aprender a identificar interacciones de calidad  
ocurre mucho más rápido de lo que sucede. Comprender qué buscar cuando se observan  
interacciones efectivas entre maestros y alumnos comienza con la lectura y comprensión del  
contenido descrito en el manual. No hay atajos cuando se trata de comprender qué mide CLASS y  
cómo identificar estas interacciones.

Los participantes también pueden asumir que pueden obtener lo que necesitan de una lectura  
rápida de las "Páginas de la cara". O bien, que no es un problema esperar hasta la semana antes  
de que se cierre la ventana de la prueba de confiabilidad para revisar la información de su  
capacitación (Justificaciones del Código Maestro, videos de capacitación, clips ejemplares, notas de  
capacitación, Guía del participante) y tomar la prueba de una sola vez. La interacción con el manual  
de CLASS, las notas y la revisión exhaustiva de videos ejemplares antes de la prueba es importante  
para obtener una mejor comprensión de lo que mide CLASS.

**3. Implementación de CLASS**

El propósito del entrenamiento de Observación es enseñar a los participantes a codificar para que  
puedan medir las interacciones profesor-alumno en su programa. Sin embargo, la recopilación de  
datos no conducirá a mayores puntajes de CLASS. La mejora en los puntajes de CLASS solo se  
produce como resultado de una EP intensiva basada en CLASS. Es un proceso continuo eso  
requiere el trabajo duro y el esfuerzo de todos los involucrados.

**4. Aprender CLASS es fácil**

Aprender CLASS puede ser difícil. Y en verdad, cuanta más experiencia tenga alguien, más difícil  
puede ser. Los participantes deben asistir a la capacitación esperando ser desafiados y trabajar  
duro.  
Se necesita mucho trabajo y tiempo para sentirse cómodo con CLASS. Por lo tanto, no es de  
extrañar que los participantes capten conceptos erróneos comunes al respecto en el camino. ¿Con  
qué otros conceptos erróneos de CLASS se ha encontrado? ¿Cómo podemos abordarlos?

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