When COVID-19 hit and schools shut down, many of us were certain that it would not impact the 2020-21 school year. But with the pandemic surging and some schools opening up - only to shut down again, it’s clear that COVID is still with us. The length of the pandemic has only heightened concern about COVID related learning loss - especially among underserved populations.
Engaging students in learning can be difficult, even in the best of times. Doing so when learning is online is even more challenging. We recently spoke with a principal of a K-8 school who was concerned that some students weren’t logging onto the computer, or if they were, they weren't paying attention during their online classes. In some cases, students logged on, but went off camera and weren’t actually in class at all). To gain some insight into this problem, the principal sat in on some virtual classes to see what was going on. He found that while there were a number of teachers who were doing a tremendous job engaging their students. Unfortunately, there were others who were not as successful.
As we spoke with the principal, we could not help but think about the important role of teacher-student interactions. In particular, we thought about four of the CLASS dimensions and the role they play in virtual learning.
The savvy CLASS observer may have noted that we are not providing suggestions for enhancing interactions in the Concept Development (Pre-K), Analysis and Inquiry (Upper Elementary), Quality of Feedback (Pre-K and Upper Elementary), or Instructional Dialogue (Upper Elementary). This should not be interpreted to suggest that teachers cannot effectively interact with students around these dimensions in the virtual classroom. Rather, we have suggested the types of interactions that have to be in place prior to addressing the more difficult CLASS dimensions. In short, we have to engage students before we can teach them, and we have to gain their trust if we want them to take academic risks and difficult cognitive challenges. In other words…..Show them you care and they will be there. Make it fun and they will come.
Knowing that approximately 25% of children under 5 come from homes where Spanish is the predominant language spoken, we were pleased that Lisa White, a researcher at American Institutes for Research, was willing to speak with us about her study that compared the CLASS with the CASEBA, a tool designed to assess quality in classrooms serving dual language learners. To learn more, read on!
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
We’re still soaking up the wisdom shared by our many, many excellent speakers at the spring 2021 InterAct Summit. From its inception, Teachstone has been an organization based in research. Because the CLASS is reliable and valid, teachers and programs trust it to give meaningful, accurate, and actionable information. To learn more about the current work being done in the field, we invited co-founder Bob Pianta to give an update on new research findings.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.