DEAR MISS MATTERS:
I was chatting with one of my colleagues about the subtleties of Language Modeling the other day. She heard a teacher in a class she was observing say, “I think we should play with blocks,” and counted this as self-talk. Is this correct? We’d love your expert opinion.
I’m so glad you asked about this. Self- and parallel talk is one of the most misunderstood and overlooked set of interactions the CLASS tool measures! Never fret, though; this indicator is not in the least bit complicated.
Self- and parallel talk captures two forms of mapping or narration.
Self-talk is defined as the teacher narrating her own actions. Actions is the key word here. Self- and parallel talk must involve an observable action. “I think we should play with blocks” would not be considered self-talk because thinking is not an action the children can observe. “I’m writing our letter of the day on the board” or “I’m getting the blocks out” are examples of self-talk, however. In addition to being actionable, self- and parallel talk need to occur simultaneously with the action. In other words, as the teacher says, “I’m writing our letter of the day on the board,” she should be performing this action.
Parallel talk occurs when the teacher narrates the actions of the children and resembles sportscasting (Yes, Miss Matters watches sports from time to time). “Gloria is painting a tree” or “You are singing along with me” would both count as parallel talk. Just like self-talk, parallel talk is actionable and occurs at the same exact time as the action, not before or after.
Although self-and parallel talk can seem a bit awkward at first for adults—Can you imagine the looks your friends would give you if you constantly narrated all of your actions around them?—they are an absolutely essential piece of Language Modeling for young children. Self- and parallel talk help children link words with actions, which expands their vocabulary and propagates language development. As observers, it is our duty to recognize these interactions and code them appropriately.
Receive timely updates delivered straight to your inbox.
Setting up a classroom for a new school year can be exciting! It’s hard not to get excited at the prospect of a fresh start. But that doesn’t mean you always know what’s best to do. How do you set up the classroom to facilitate a successful year?
In today’s episode, you’ll hear from Alisha Saunders-Wilson, a Teachstone CLASS® Specialist who has experience coaching other teachers in many things, including setting up classrooms. Listen in as she and Kate discuss Classroom Organization, Behavior Management, what materials to put out and when to rotate them, and what to do when materials are sparse.
As you know, CLASS® is a tool that captures teacher-student interactions. When it comes to the dimension Concept Development, the focus is on the method the teacher uses to provide instruction in the classroom. While the interactions are what get measured with CLASS, as a teacher you can plan for Concept Development to be more intentionally woven throughout your lessons.
Let’s look closer at how to do this.
In this episode of Impacting the Classroom, our host Marnetta Larrimer talks to Dr. Daryl Greenfield of the University of Miami and Teachstone's own Veronica Fernandez. They discuss research on the importance of science in early education and how opportunities to explore the wonder of science with children are everywhere--even if you are not a scientist yourself.
Our guests had so much to share that we didn't have time to fit it all in one episode! You can read the extended version of the podcast in the transcript below.
Dr. Greenfield passed on a number of resources for educators, administrators, and parents interested in learning more about science education in the early years. You can check them out here:
When I started teaching four years ago, I was one of a handful of new teachers in a small school that experienced high teacher turnover. We new teachers had to figure it out as we went along but were lucky to have a handful of veteran teachers for support. I remember more experienced educators telling me that most teachers don’t really feel like they have it together until year three, and that year four is really when the magic happens.