My children were lucky enough to have schoolteachers who, among many things, managed their classroom beautifully. Donna and Deanna were an amazing team! While I would shriek “Don’t step on the ice,” as my children slipped yet again into our teeny fish pond (no worries—it wasn’t deep), clear expectations—stated positively—just rolled off Donna and Deanna’s tongues as naturally as sunshine. And so I made a study of how they talked, and while I still might occasionally say things like “Don’t kick your sister!” here’s what I learned:
Following these tips supports children’s positive behaviors, minimizes any potentially problematic behaviors, and helps children regulate their own behavior (the ultimate goal).
I’m sure you have a wealth of ideas as well. So, what works for you? Please do share—and feel free to pass this post to teachers you know (their parents might find it interesting too)! You can learn more about how to support positive behavior in your classroom through Teachstone’s CLASS™ Dimensions Guides, and you can see it in action in our Video Library.
Hungry for more Teacher Tips? Take a look at my previous blog post, Teacher Tips: Asking Open-Ended Questions.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.