She had a plan. She focused on Classroom Organization—managing students’ time, attention, and behavior so that they could get the most out of their time at school.
She started out by being very clear and consistent about how she expected the classroom to run. It took a few weeks, but eventually students began meeting those expectations. Prepared with lessons and activities that were engaging and creative (a graffiti poetry wall, for instance), her class was able to accomplish more than some of us with a supposedly “easier” group. They made great strides in their reading and writing, and had fun doing so.
She made a smart choice to focus on Classroom Organization. As the CLASS manual says, “Classrooms function best and provide the most opportunities for learning when students are well-behaved, consistently have things to do, and are interested and engaged in learning tasks.” Her classroom really did “function best”—and all the worms stayed in the can.
The beginning of the school year is such a crucial time to setting up success for your students—and yourself. It’s when you establish routines—including behavioral expectations—that will carry you through the rest of the year. How do you go about setting up your classroom to run smoothly?
Editor's Note: This post was originally written in September 2014, but has been tweaked by the author to make sure that content is fresh and relevant.
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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.