Facilitating a brand new training can come with a mix of emotions like anxiety, nerves, and excitement. I recently experienced every one of those emotions and then some as I prepared to deliver a new training. I wanted to ensure that I learned the new content to fidelity, so I spent hours reviewing and studying. I viewed the training videos. I prepared some awesome reflective questions to ask my participants. I brainstormed activities to engage the group, and I rehearsed my PowerPoint slides. My facilitator binder and manuals have never seen so many highlighter marks!
With preparation complete, it was go-time! I put on my “CLASSes” and knew that if I focused on the importance of interactions, it would all come together. And it did.
How did this particular Making the Most of Classroom Interactions (MMCI) training feel different? In this new three-day training we learned and put an even greater emphasis on the “Know, See, Do” approach. We want teachers to "Know" what effective interactions are and the impact they have on our new age group. Next we want teachers to "See" quality interactions. They view effective and less effective videos during the training. We know that seeing classroom interactions builds teachers' self-awareness of their own practices. Finally, this particular MMCI emphasizes the "Do" of the "Know, See, Do" approach. The teachers will practice and reflect on effective interactions.
Are you interested yet?
Drumroll, please! It’s time to announce; you can become Infant/Toddler MMCI certified! Teachstone released a new age level of MMCI: Infant and Toddler! This project has been in the works for a while. It has taken many hours of dedicated Teachstone employees to make it happen!
Your program can take part in the I/T MMCI Coach Training one of two ways. Option 1 is a one-day onsite or remote training if you already hold certification in another MMCI age level. Or, you can begin your MMCI journey with a three-day coach course.
Once you have attended the training, you will be able to lead the Infant/Toddler MMCI in two ways. One way is in six sessions of four hours each, or twelve sessions of two hours each. The MMCI sessions help infant and toddler teachers improve classroom interactions.
If you want to find out more about Infant/Toddler MMCI, please email firstname.lastname@example.org. You can also browse our list of upcoming trainings for more information.
We're excited to share a sneak peek of just a few things you'll see at the 2019 InterAct CLASS Summit coming to Nashville April 15-16. In addition to everything you've come to expect (engaging sessions, interactive learning opportunities, delicious food, opportunities to network with other educators and thought leaders, and more), this year we're hosting a special free, pre-summit event! We're screening the film No Small Matter, the first feature documentary to explore the most overlooked, underestimated, and powerful force for good in America today: early childhood education.
In this vlog, you'll hear an overview of Teacher Sensitivity and Facilitated Exploration at the Infant level. Mary-Margaret introduces Responsive Caregiving and how to improve interactions by looking at an infant's cues that the child may be trying to communicate a need as well as ways to support an infant's exploration.
On August 1 I joined Teachstone as Chief Impact Officer. If my name sounds familiar, it may be because I am one of the authors of the CLASS and a co-founder, with Bob Pianta, of Teachstone. For the last 20 years, I’ve spent my days researching ways teachers can best support children’s and adolescents’ development and learning. I’ve conducted many studies, written many papers, and trained doctoral and post-doctoral candidates who have gone on to do even more and better work in this area. Most of those 20 years I’ve worked at the University of Virginia’s Center for the Advanced Study of Teaching and Learning (CASTL) and have had the privilege of working with incredible colleagues at UVA and elsewhere. Honestly, it’s a dream job: getting paid to think, write, and travel to talk about our work and find inspiration in the ideas of others. So, not surprisingly, when I tell people about my new job, I get a lot of quizzical looks.
Young children are naturals at analysis and reasoning. They want to understand. They want to solve problems, experiment, and compare. And we can help them!
First, let’s look at what Analysis and Reasoning means. To analyze is to look closely or examine, and to reason means to form conclusions or inferences based on what we know or experience. Every time a preschooler asks questions, predicts, classifies, compares, or evaluates, they are practicing analysis and reasoning skills.