As a CLASS® Group Coaching (previously called MMCI) instructor, the sections of any given two-hour session may feel, at times, very goal driven. These sections titled "Know," "See," and "Do” are interconnected. In particular, it is possible to consider "Do" within "Know," and "See."

When instructors support in-the-moment experiences that connect new knowledge to current practice, they make the CLASS dimensions more relevant to the educators' daily work. But how can we infuse more “Do” into “Know” and “See?” First, let's recap what happens in each section.


In the “Know” section, you introduce the new dimension of focus, and help your educators understand the importance of effective interactions. You share relevant examples as you introduce each of the indicators, and you lead them through the example scenario slides. Before moving onto the guided videos, the educators will know what the indicators are, why they are important, and the developmental impact on the children.


Now it’s time to move on to the guided videos, in which the educators develop their skills for identifying effective interactions. This is the “See” section. The videos are there for participants to not only identify evidence in each indicator but to also recognize how less effective interactions impact children and how they can enhance upon these interactions.


This section focuses on encouraging educators to take action and to implement the strategies they just learned into their everyday teaching practice with more depth, duration, and frequency. Participants will choose an indicator to focus on for the following week, and make concrete next steps on how they increase interactions specific to this indicator.

Adding Some "Do" to the "Know" Section

As you introduce the indicators with examples, consider adding these questions:

  1.  “How can you include more of (insert indicator) into your everyday interactions with the children?”
  2. “How many of you are already doing (insert indicator)? Great!  Can you think of additional times during the day where you can do this more frequently?
  3. “Are there opportunities throughout the day where you could implement this indicator with other children?”
  4. "When could you start implementing these ideas into your classroom?"

Next Up! Let's Add "Do" to the "See" Section

As you facilitate effective and less effective videos, try these questions:

  1. “Does anyone see themselves in this situation? How did you overcome it?”
  2. “After watching this video, can you think of how throughout the day you could (insert indicator) more frequently?”
  3. “Even if you are already intentionally interacting with the children with (insert indicator) how can you do it with more depth?”
  4. "When could you begin implementing these ideas into your classroom?" 

Now, Let's Focus on "Do"

The importance of this section is to help build upon the reflection that has started in the "Know" and "See" sections. Our goal is for the participants to choose an indicator to focus on improving, to create some concrete next steps on how they are going to accomplish their goal, to think about the impact on the child due to their intentionality, and, finally, to visualize what successfully attaining this goal would look like.

Let’s look at this in steps from an example from Infant-Toddler CLASS Group Coaching:

  1. In the "building your strength" activity on page 18 in the guide for Infant and Toddler, an educator may decide to focus on relationships. The example they fill in might be, "The next time I interact with Connor I will communicate verbal and physical affection by getting down at eye level and saying, "I am so glad you are here at school today" and give Connor a hug."
  2. Encourage dialogue on what might make accomplishing this goal challenging, and brainstorm ideas together on how to overcome these barriers.
  3. Facilitate the "what would it look like to be a successful slide." The goal of this slide is for the coach to help the teacher understand what it would look and feel like for themselves and the children if they focused on this interaction.  Responses might include, "Well if I hug Connor more it will make him feel more excited to come to school and build trust."  The coach could then follow up with, "When throughout the day are there other opportunities to give verbal and physical affection?" This question helps educators "visualize" themselves in their classrooms and makes the goal seem more attainable. The "success" slide is an opportunity for the coach to guide the discussion to make more concrete next steps. 

Another way to help participants visualize their success is to say, “Everyone, close your eyes for 30 seconds and imagine you are in your classroom; what does it look like as you implement this goal, and how do the children respond?"

If time permits, allow 2-4 minutes for your participants to role-play and act out their indicator of focus!  This step also helps them see any challenges that may arise, and they can brainstorm how to overcome these barriers.

Let us know if you have other open-ended reflective questions that you currently use in your CLASS Group Coaching cohorts!