As a CLASS Group Coaching (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 an instructor supports 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 re-cap 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 onto 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 this 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.
As you introduce the indicators with examples, consider adding these questions:
As you facilitate effective and less effective videos, try these questions:
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 MMCI:
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 are implementing 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 MMCI cohorts!
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
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As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.
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.