We are excited to have Sara Beach guest blog for us today. As a former Teachstone Staff Trainer, she frequently presented on topics such as Helping Teachers with the Instructional Supports, through active, adult-learning approaches. She has been an Infant-toddler teacher, center director, education specialist, coach-mentor, and early childhood college instructor, and her highest honor has been supporting teachers.
If you work closely with teachers and your goal is to help them increase the effectiveness of their interactions, this blog post is for you!
As coaches, we tell teachers:
We say this to teachers so often that it just rolls off our tongues. But do we take our own advice when we are coaching teachers? It is difficult to learn, understand, and apply the CLASS Instructional Support dimensions intentionally and “in the moment.” Developing these skills takes “buy-in,” openness, self-reflection, and willingness to change and grow. Encouraging teachers toward more effective interactions means we must inspire commitment, hard work, and an acceptance that they may fall short sometimes. This can only happen within the context of safe, supportive relationships built around encouragement and authenticity.
How do children feel when they hear more negative feedback than positive? Might that be how some teachers feel? Building upon teachers’ strengths is a core tenet of the research-proven coaching model, MyTeachingPartner Coaching (MTP). Change or growth rarely happens outside of positive, supportive relationships. As coaches, managers, and trainers, do we make the same effort with teachers that we are asking for them to put in with children? I encourage you to read the list of bold phrases above, this time considering your relationships with the teachers you coach. Our work together with teachers should be seen as collaborative: “I’m here to support you, and we will learn and practice these Instructional Support strategies together.”
We can all benefit from putting on our CLASS lens and engaging in self-reflection about our interactions. To this end, Teachstone is excited to roll out our new one-day Instructional Support Strategies training, available October 2013. At this training, we'll take a closer look at how we may better engage teachers in this critical learning process by intentionally building rapport, relationships, and a collaborative spirit. I hope to see you there!
Many teachers and leaders associate CLASS® with preschool. And we get it! It’s used in early childhood classrooms across the country, including Head Start programs, and it’s been more important than ever for young children as they begin to return to in-person learning.
But the principles of CLASS - Emotional Support, Classroom Organization, Instructional Support - are important for children well beyond Pre-K. The ever-increasing research base shows that interactions matter for children’s social-emotional and academic development. That’s why CLASS is organized to support children from infancy to high school with the developmentally appropriate interactions that drive learning - and why K-12 leaders are embracing CLASS in their schools.
It’s now been one year since the COVID-19 pandemic shuttered school facilities and forced educators across the globe to shift how they engage learners. At Teachstone, we too made shifts to ensure we met the moment, while remaining steadfast in our commitment to improving the interactions that matter most to children’s development and success.
As you jump in to help your teacher, working side by side as a collaborator, everything seems clear at the beginning. There are some obvious areas to address and both you and your teacher have tons of energy, ready to change the world. After a few visits, however, an unsettling feeling begins to creep up on you.
In today’s world, there isn’t much technology can’t do. It can help you stay connected to family and friends, keep you on track to achieving your fitness goals, and can even adjust your thermostat while you’re away from home.
And now, with myTeachstone, it can promote positive child-outcomes through facilitating on-going, meaningful, and continuous improvement efforts.