In construction, a scaffold is a temporary structure used by workers to access heights and areas that are hard to get to. This is exactly what educators are doing when they scaffold for students. A student is having a hard time reaching a new height—understanding a concept, answering a question, or completing an activity—and the teacher provides just enough support to allow the student to succeed.
As part of Quality of Feedback within the CLASS tool, we want to see that the teacher is providing feedback that expands learning and understanding. Scaffolding is an excellent strategy for supporting both individuals and an entire class, and can come in many forms.
Let’s look at one scenario seen often in a preschool classroom and five ways a teacher could scaffold the student’s experience.
A child is playing with blocks and is frustrated that the tower keeps falling down.
In each of these scenarios, the teacher is allowing the student to perform at a higher level than they would be able to on their own. These same strategies work whether the student is stuck while counting, sorting, creating a plan, or opening a snack.
Children love playing shadow tag, catching and stepping on each other’s shadows. We teachers need to keep an eye on our shadows too ... metaphorically speaking, that is. We’re big in children’s eyes, and we have a lot of power over how they spend their day. If we slip into taking over their explorations and answering our own questions, we subtly let children know that their ideas and interests aren’t as important as ours. But if we want our children to develop independence and feel engaged in our classroom, then we have to show we value their ideas and support their independence.
You’ve heard it said, “You never get a second chance to make a first impression.” I would propose this addition: “Except in teaching!” Of course, we know the first moments of the first day of school are critical to establishing a tone for the year ahead, and we put a lot of energy into those first moments. It’s always fun to prepare our classrooms for the new school year because we are full of renewed hopes and dreams.
We’ve all had kids in the classroom who push limits, can’t manage their feelings, constantly demand attention. Believe it or not, they are sending you a message. When kids misbehave, they are operating based on mistaken learning. With time, patience, and planning you can help them relearn! If you reframe your thinking about children’s behavior and recognize that misbehavior is usually based on mistaken learning, you are well on your way to helping your kids.