Today's post is the second in our "Tips for Enhancing Your Training Skills" blog series. In these posts, we will delve deeply into the fundamentals of essential training skills. This blog series, filled with tips from our training team’s collective years of experience delivering CLASS observation trainings to diverse audiences from around the country and the globe, will provide you with tangible ideas about how to be a more successful trainer.
You know the drill. You’ve stated the Master Code, determined which participants were within one and asked those who were within one to share their observations with the group. And you get dead silence. What do you do next? Well, in a non-CLASS way, I’m going to tell you what not to do:
Next up, we will talk about defending the master code-- stay tuned! In the meanwhile, please share your experiences in encouraging trainees to provide detailed justifications and specific observations with us in the CLASS Learning Community!
When I first learned about CLASS Group Coaching—a training for early childhood professionals about building relationships with children—I was more than a little interested. This, I thought. This is what teaching is all about. It seems to be an obvious concept, but once we dig deeper, we are able to identify the whys and hows of our interactions. CLASS Group Coaching allows us to identify the benefits of our classroom relationships with our students and helps us be intentional in our daily practices. It allows us to utilize each moment we have with our students to deepen our understanding of their perspectives and genuinely connect with them as people. It helps us see the world from their view and guide their learning in a way that is relevant to them.
As a CLASS Group Coaching (MMCI) instructor, the sections of any given two-hour session may feel, at times, very goal driven. These sections titled "Know," "See," and "Do” are interconnected. In particular, it is possible to consider "Do" within "Know," and "See." When an instructor supports in-the-moment experiences that connect new knowledge to current practice, they make the CLASS dimensions more relevant to the educators' daily work. But how can we infuse more “Do” into “Know” and “See?” First, let's re-cap what happens in each section.
I have a confession to make. Recently, I used vacation time to stay home and watch Season 6 of The Walking Dead. I know, I know. How could I have let myself miss a whole season? Oh, and I feel a little bad about taking the time off from work too, but this was very nearly an emergency! I mean it was only weeks before Season 7 of the season premiere. I had to do something. Don’t judge.
While I was watching, I had the strangest feeling of deja vu. I felt like I had actually walked through a herd of zombies, but couldn’t quite place why it felt so familiar. Then it hit me—I had unknowingly created zombie-like participants during at least two of my previous CLASS trainings.