We all know people are naturally social beings—we need interactions to survive. But just because we’re naturally social doesn’t mean we naturally know how to be social. We have to learn social behaviors—from our families, caregivers, and peers. Teachers play a key role in promoting social development, which includes peer play and friendships.
Knowing how social development looks at different ages and phases is important so that your expectations match children’s needs. This allows you to promote developmentally appropriate peer interactions. At any age, you can encourage, facilitate, and model:
You can also provide words to help children communicate and reinforce positive behaviors.
Let’s see what this might look like in classrooms.
The teacher in this infant classroom facilitates joint play and sharing as two children roll a ball to each other. Watch what happens when she walks away!
These toddlers are practicing social skills as part of a song and movement activity as their teacher models and encourages respect, kindness, and positive relationships. The hug at the end is priceless!
This pre-K teacher takes advantage of a teachable moment to encourage a child to connect with her peers (“Maybe you can have the cake for the party....We could bring it to the party. Go deliver your cake.”). She gives her words to initiate the connection (“Ask whose birthday it is!”) and reinforces what she did well (“What nice manners!”). Notice the exuberant response from the child’s friends!
How do you encourage peer relationships in classrooms? What works for you?
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.