DEAR MISS MATTERS:
I know that one aspect of Teacher Sensitivity encompasses how effectively the teacher addresses problems. How should I assess Teacher Sensitivity if there are no problems to address in the classroom?
How funny to think that a lack of problems could be problematic!
Remember that you may not see many problems in classrooms with highly sensitive teachers because they are so in tune with their students that they are able to anticipate problems that may arise and take measures to prevent them from occurring. However, Miss Matters knows as well as you that problems will inevitably occur, and when they do, sensitive teachers are quick on their feet to resolve them.
On the other hand, regardless of the teacher’s level of sensitivity, problems surely won’t occur in every 20-minute cycle. When there are no major problems to address, sensitive teachers are consistently on the lookout for minor issues or signs of student need. A teacher may provide a pencil to a student who doesn’t have one, tie a child’s shoe when he has difficulty, answer a quick question to clarify an assignment, or move a child to a different spot on the carpet to make sure she can see the book being read, just to name a few examples.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us:
Across the country and around the globe, schools/programs will soon reopen after extended closures due to COVID-19. Those that have remained open are instituting new health and safety practices.. Localities will determine whether to provide in-person, online, or hybrid teaching. Regardless of the model that schools/programs adopt, classrooms will look different now and for the foreseeable future.
Across the nation, teachers 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 teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.