As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
When I had a child with selective mutism in my classroom, the key was to act casual and not bring attention to the fact that she didn't talk much. It was important to pick up on her nonverbal cues and make her feel comfortable and supported. We needed to provide her with opportunities for input in a way that didn't call attention to her selective mutism.
I had the pleasure of having this wonderful student in my classroom for two years. I am happy to report that by the end of the first year she would talk to me constantly when we were alone out on the playground. By the end of the second year, she would speak out loud in complete sentences in the classroom in front of her peers. I mention this for two reasons. First, it’s proof that progress and good outcomes are possible for less verbal children. And second, it’s a reminder that there are no quick fixes. It takes time and patience and ongoing, high-quality interactions to help a less verbal student develop to her full potential.
So what kinds of feedback interactions can a teacher offer to support a less verbal child, like my student, in reaching that potential?
This is by no means an exhaustive list. But no matter the reason a child is less verbal, you can still engage with that child just as you do with all of your students. Quality of Feedback is about teachers helping students expand their learning and understanding, as well as encouraging continued participation. Teachers can provide high-quality feedback in response to what a child is doing, just as much as what a child is saying.
Here is one example of an interaction:
A child is playing with teddy bear manipulatives. The teacher notices that she has stacked them according to color.
Teacher: Sandy, I see you are sorting together all the same colors. The red, the green, the yellow, the blue. [the teacher points to each color as she says it]
Teacher: Can you show me which color you like best?
Sandy: [points to the red group]
Teacher: Oh, I see you like the color red the best. I like red too. Remember yesterday we made playdough and we made it red?
Teacher: Let’s count how many red teddy bears there are. Can you help?
[Teacher and Sandy point to each one as they count up to six. As the teacher says each number, Sandy repeats it quietly.]
Teacher: There are six red teddy bears. Which group has more? The red or the blue?
Sandy: [points at the blue group]
Teacher: You are right, there are more blue ones! Can we count those too?
[Together they count ten blue bears.]
Teacher: Sandy, ten is more than six. I like counting with you. So what do we know about bears?
Sandy: [picks up a bear and makes a growling sound.]
Teacher: [picks another up and growls too]
Teacher: You're right. Real bears do growl. And they live in the forest.
Sandy: [Gets up and goes to the library and brings back a book they read the day before.]
Teacher: Oh, you are right, that is a book about bears. We read it yesterday at storytime after we ate our snack.
Teacher: We did have oranges, they were cut up into segments.
Teacher: Should we read the bear book together?
They read the book together, which provides more opportunities for Quality Feedback.
This type of interaction hits all the Quality of Feedback indicators. It provides the student with feedback that expands learning and encourages ongoing participation, while adding the language component that all students need. This kind of complex engagement is essential in exposing a less verbal child to the quality classroom experience that all students deserve.
Keep in mind that interactions like these may include indicators for more than one dimension, and that having rich, complex interactions with a student (all students!) will help your scores in several areas. Of course, it’s not all about getting a high score. But high scores equal classroom environments where students have the best outcomes!
And my husband wondered why I so often had a hoarse throat when I got home from work … I had 16 students, and I loved talking and engaging with them all!
For more information on selective mutism, visit https://childmind.org/guide/teachers-guide-to-selective-mutism/
Jennifer Haessly, M.A.Ed. is a Program Coordinator and trainer for the Consortium for Early Learning Services in Riverside County, California. She has worked in the Early Childhood Education field for over 25 years. She has a passion for working with young children. She lives on a farm with her husband, dogs, horses, goats, pigs, and sheep, because “animals teach children about empathy and responsibility.” You can find our website at http://consortiumels.org/
Receive timely updates delivered straight to your inbox.
Teachstone recently hosted the What Is “Quality” Teaching Anyway? webinar with Laura Iannazzo, Professional Services Manager at Teachstone, and Gena Puckett, Education and Training Specialist from the University of Mississippi School of Education. Together, they talked about the significance of quality interactions between early childhood educators and infants or toddlers in their care.
IIn our recent webinar, Making the Move to CLASS® 2nd Edition, we shared how programs and individuals can begin to experience and use the enhanced Pre-K–3rd CLASS tool. Certified CLASS observers play a critical role in helping every child reach their full potential.
Without reliable and valid data on the quality of educator-child interactions, programs and educators would not have the actionable insights they need to make continuous quality improvements in the areas that matter the most for children.
I moved to the United States years ago when I was a teenager. I felt confused, scared, and out of place in my new school. As soon as I learned English, I decided to stop speaking my native language to hide who I was. I thought that by hiding my identity people would not notice I was different, and accept me.
Today starts the kick-off to another Week of the Young Child! While I, and I know others at Teachstone, feel strongly that young children, their educators, and their families deserve to be celebrated every day, we’re excited to have an opportunity to intentionally highlight the impact you have on young children, celebrate the rapidly developing brains of young children, and recognize that each day, even beyond this week, offers ample opportunities for meaningful interactions.