Last time we looked at how coaches can use the look-for text to focus teacher attention on specific learning objectives. In this post, we’ll consider ways to use the charts in promoting teacher learning.
Every myTeachstone video includes a chart that links CLASS language to what happens in the video. If you're unfamiliar with the charts available in myTeachstone, check out the example shown in the image below.
I want to start with two questions. We’ll examine these questions using the example of the Itsy Bitsy Dog video in myTeachstone. (The same video example we used in my last post!) Watch the video and consider:
The answers to these questions demonstrate the purposes behind the videos and how the charts can enhance the experience of watching video.
The charts found below the videos help coaches and teachers identify the interactions found in the video, link them to CLASS language, and reinforce these important observational skills.
To close, here are a few tips for using the charts with video resources.
Note: There are two types of video resources available in myTeachstone. Classroom exemplars are short videos that feature highly effective behaviors in just one CLASS dimension. The charts that come with exemplar videos include information only on effective interactions across one dimension of focus. Classroom snapshots are longer videos designed to demonstrate mixed levels of effectiveness. The charts that accompany these videos include information across multiple dimensions and effectiveness levels.
Please share your thoughts. What are some of the benefits of the charts? What have your teachers found helpful?
In the coming days, please check out my next post in this series, which will focus on how to use the reflective questions in myTeachstone to promote your coaching conversations!
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.
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.