In last month’s blog post in our family child care (FCC) series, we looked at the challenge of maintaining objectivity. This month’s we'll look at another challenge CLASS observers face while using the measure in a family child care setting: coding when there are multiple adults.
FCC Challenge #4: Multiple Adults
There may be the provider and a helper or possibly a family member that is present During one or more of the cycles, there may be a help or family member present in addition to the care provider. What do you do when a family member or other adult is not really providing care but is in the room chatting with the provider or is having a meal in the kitchen while the children are eating?
Figuring out how you'll manage this as an observer takes a little forethought. Let’s start with some basic questions that will help you develop a plan for just such a scenario:
Once you make these important decisions, you can proceed to collect the data that will help you weigh the effectiveness of the interactions. From there, form your professional development or support for the providers to improve outcomes for children.
As always, I urge you to take time to read Chapter Two of your CLASS manual, where you'll find great answers to just about any coding question you may have.
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Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
The CLASS® tool’s Instructional Learning Format (ILF) dimension refers to the ways educators enhance engagement. We all know students who are engaged in school regardless of who their teacher is just simply because that is who they are. But, this dimension examines the ways in which educators expand involvement by using a variety of modalities, strategies, and providing hands-on opportunities. This dimension is not about the actual learning that may or may not take place, but rather the “hooks” and methods an educator uses to “set the stage” for learning.
Educators learning about CLASS® are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many may wonder, “Will people think I’m weird if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for educators to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.