It's not uncommon for teachers in early education to need to strike a balance between following children's leads and sticking to the classroom schedule. Intentional teachers are aware of their responsibility to assess student progress, understand skill mastery, and plan accordingly to provide opportunities for children to grow. However, many times, as teachers begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.
I’ve been in the field of early childhood education for over 35 years and absolutely LOVE the CLASS tool. I wish I had CLASS during my years as a teacher and director of ECE programs. I am grateful to have the CLASS tool now to express my continual love for ECE and the importance of great teaching in the early years of children's lives.
As a parent you don’t get a written handbook or manual on how to raise your children. Becoming a parent is a scary thing! There are so many "what ifs" and "how tos." And if you’re co-parenting, there are different parenting skills and techniques–sometimes you see eye to eye and sometimes you’re not only on different pages but in completely different books.
I recently had the pleasure of spending a Sunday at the NHSAFall Leadership Institute conference in Arlington, Virginia. During a full-day session on deepening understanding of the CLASS system, we took a close look at the Instructional Support domain, while considering strategies to help increase the effectiveness of teacher-child interactions.
Tell me this title doesn’t get your attention: How to Get your Child to Listen? Having this answer is like the magic spell that parents (and teachers) everywhere are looking for. I was excited to see that the author of the original post was none other than our colleague at the University of Virginia, Amanda Williford.
As I began to delve into the results of our first-ever State of CLASS survey data, I thought, “Am I about to be out of a job?”
Immediately I noticed that our users are “doing CLASS” the right way. Not only do they have lots of experience—both in early childhood and with the CLASS tool—but they’ve taken that experience, paired it with what they know to be best practice, and are implementing CLASS just as it was intended: as a tool to measure the effectiveness of classroom interactions and as a way to improve teacher practice and drive children’s learning.
Let's talk today about the CLASS tool being used for infants and toddlers. You may be familiar with the fact that the Infant measure (birth to 18 months) has one domain—Responsive Caregiving— with four dimensions, while the Toddler measure (15-36 months) has two domains—Emotional and Behavioral Support and Engaged Support for Learning—with eight dimensions.
We received an email recently that summed up something that we've been hearing in the field regarding the use of CLASS and classroom set up. This isn't the exact correspondence, but it went a little something like this: