I’d like you to take a minute and think about the answers to the following questions:
Chances are, you know the answers to these questions, and have very good reasons for why you do the things that you do. Unless you are a very rare breed that enjoys doing laundry, you probably rush to get the laundry done so that you will have clean clothes to wear. We all have a purpose or a reason for doing the things that we do, and we know why we do them.
Now, picture this classroom activity: some children are working with unifix cubes at a table. They are putting them together to make different types of patterns. The teacher walks up to one of the children and asks, “what are you doing?” and “Why are you doing that?” Would the children in the classroom be able to answer those questions?
Most of the time, teachers have very good reasons for why they are doing certain activities in a classroom. They know that if they want the children to learn about different types of weather, they might read books about weather. The children might create a weather graph in the classroom to graph the number of sunny, cloudy, rainy, and windy days. Or walk outside to observe what the weather is like, and paint pictures to show different types of weather. The teacher knows the purpose, or the objective, of the lesson. But do the children know why they are doing these types of activities and what they will learn by doing them?
In the Instructional Learning Formats dimension in the Pre-K CLASS tool, one of the indicators is Clarity of Learning Objectives. I often get asked about this particular indicator and to further explain what it is. Basically, this indicator means that the teacher effectively focuses students’ attention toward the learning objectives and/or the purpose of the lesson. Students in the classroom appear aware of the point of the lessons or how they should be focusing their attention during activities.
Let's talk about how a teacher might implement Clarity of Learning Objectives in their classroom:
This seems easy enough when the teacher has determined the learning objective and the activity. But how do they do this during centers when the child has chosen the activity? During centers, they should focus their questions on the activity in which the student is involved.
For example, when students are using different-size squeeze bottles and scoops at the water table, they can ask them how they are going to fill the bottles or which bottles will get filled faster. In addition, they may ask them questions about what lives in the water.
The next time you are in a classroom, take a minute to reflect upon this statement: “Do my students know why we are doing this activity or lesson, and what will they learn by doing it?”
It’s Dual Language Learner Celebration Week! Every year in the U.S., the amount of young children who live in a household where a language other than English is spoken has been steadily increasing. As of 2016, about one-third of children under age 8 – over 11 million children – are dual language learners (DLLs).
As an infant classroom teacher, you know that talking to babies is important. For instance, you tell the infants in your care what they are looking at (“You see the new block basket on the shelf!”). You label objects (“You have the red ball!”). And you describe events that take place in the classroom (“The tray just fell off the table! That scared you.”). These are all examples of talking with babies. Why, then, can it be so challenging to do this consistently in the classroom?
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.