We are excited to introduce a new monthly blog post that we are calling “Ramblings from the Road.” One of our staff trainers (AKA Carmen C. Virginia) will share her thoughts and insights as she travels around the country spreading the good news about the CLASS. Her motto? Have CLASS, will travel! We hope you enjoy these posts.
Hey Affiliate Folks!
I just returned home from an uneventful trip to one of my favorite Southeast Coast states. Because there were no speed-bumps, surprises, or slip-ups, I was able to spend some time reflecting on my thoughts from a few of my past trainings. So I turned to this little notebook I keep just for this reason. I got it at Marshalls, or TJ Maxx, or some other discount store. I will throw it away when it is full. Smaller than my cell phone, and covered with thick golden zigzags, it has no obvious organization; it has questions and observations from a handful of trainings – observations about the success or failure of training strategies, notes about travel and countdown timers mixed together with questions about specific dimensions.
Here are a few of the notes I stumbled over... along with my current thoughts in italics:
- Every 20-minute cycle has its own set of scores based on the activity. That doesn’t mean that one cycle is “better” or “worse” than the next.
Think about independent silent reading and whole group brainstorming – many dimension codes will probably be lower during silent reading due to the limited amount of interaction when compared to a whole group brainstorming session, but silent reading is still an important part of learning to read. That doesn’t mean that brainstorming is “better” than silent reading. But it does score very differently. That is OK and why we score multiple cycles.
- What is the purpose of each training video in the progression?
Point out to participants what the goal of the video is (scaffold the process – they can’t focus on everything on Video #1). Is their primary focus objectively observing, note-taking, sorting behaviors into the correct dimensions, using the descriptive pages, coding with multiple teachers or multiple groups, coding with less time, coding independently, etc. (check out TTT binder & facilitator’s guide). Also explain that for each video you will provide a little less time for coding and discussion as you work closer to the 15-20 minute coding window (with 10 min as the eventual goal). Be explicit about this.
- Different groups have different goals – find out what your group’s goals are. Teachers v. Supervisors v. Researchers.
A teacher who will be evaluated using the CLASS tool might be worried about how challenging behavior will impact their scores, what will happen if they ignore a child having a temper tantrum, or if a child won’t listen to directions. There may even be philosophical concerns or previous beliefs that come up during the training. Participants training for a research project may approach the training more as a job assignment. Some supervisors, coaches, and other PD folks who attend trainings want to learn how to reliably code classrooms, while others are looking for a comprehensive overview of the tool to better support staff. Although your training will remain the same regardless of your audience, it may be helpful for anticipating questions and concerns, as well as helping with “next steps.”
- Remember pennycollector.com & www.tec.com.
Still haven’t become a member...need to get on this ASAP! Priorities...
Have CLASS, will travel!