I’ll admit it: CLASS terms can be a little confusing. For example, problem solving in Concept Development sounds a lot like resolving problems in Teacher Sensitivity. So, what’s the difference?When I get stuck on a term, I always try to “bring it back to the dimension level” and think about how the term relates to the overall purpose of the dimension. Here, I’d look at Teacher Sensitivity and Concept Development as a whole, and then how resolving problems and problem solving fits into each.
Say you have two children squabbling over who gets to build a puzzle. Your immediate goal as you respond might be to address the problem and get the children engaged cooperatively in the puzzle. You might demonstrate great Teacher Sensitivity by being aware of the situation and responding quickly to help them resolve the issue: “I see you’re frustrated because you both want to build the same puzzle. How about you take turns putting in the pieces?” This is important—we want children’s problems quickly resolved so that they can feel comfortable and participate in activities.
But to “count” as Concept Development, we’d need to look at your goal in the interaction. If it’s to take advantage of an opportunity for children to think through how to resolve the problem, then you’ll interact to promote children’s higher-order thinking skills. You might ask the children arguing over the puzzle, “How can we work this out?” and encourage them to generate and consider strategies (such as turn-taking, working on separate areas and then joining the puzzle, working on different puzzles side-by-side, etc.) to solve the problem. In this case, you might both resolve the problem and engage the children in problem solving at the same time!
Clear as mud? Feel free to ask more about confusing CLASS tool terms!
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Originally published Jan 23, 2020 by Allie Kallmann
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.
Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
Feel intimidated by the idea of advocacy? Many do. Our guest on today's episode of Teaching with CLASS, Jake Stewart, explains the importance of using your voice to make change & easy ways to take action. Whether you're talking to Members of Congress, creating a TikTok, or simply talking to a family member, your voice as an educator matters.
The CLASS® tool’s Instructional Learning Format (ILF) dimension refers to the ways educators enhance engagement. We all know students who are engaged in school regardless of who their teacher is just simply because that is who they are. But, this dimension examines the ways in which educators expand involvement by using a variety of modalities, strategies, and providing hands-on opportunities. This dimension is not about the actual learning that may or may not take place, but rather the “hooks” and methods an educator uses to “set the stage” for learning.