We recently received an email from an observer who had just completed his K-3 recertification and had some difficulty with Teacher Sensitivity. He stated that he was uncertain how to code the indicator of Addresses Problems if the students do not appear to have difficulties. He wondered if he needed to be more attentive to minor signs of awareness and responsiveness. If you've ever wondered that yourself or have had a trainee ask you that question, read on to see our response.
Early educators are prepared for transitions in a child’s life. Whether it’s introducing them to solid foods, teaching them how to paint within the lines, or even toilet training, it’s important to help children ease into new responsibilities by instilling confidence in them. One of the more significant transitions is from a child care setting to kindergarten. As children get closer to five years of age, it’s vital toprepare them for a smooth transition into kindergarten, but depending on where they are coming from— a family child care, their own homes, or a center-based setting—their transition might be more noticeable and/or challenging.
¿Sabías que CLASS se utiliza en más de 30 países alrededor del mundo? Estudios a nivel mundial han demostrado que CLASS es una herramienta válida en diversos contextos culturales. Nos da gusto lanzar un blog internacional llamado Punto de Mira, el cual está dedicado a destacar el uso global de CLASS. Si vives fuera de los Estados Unidos y te interesa compartir la experiencia de tu implementación de CLASS en nuestro blog, por favor, contacte a Lorena Sernett, gerente de cuentas internacionales de Teachstone.
Did you know that CLASS is now being used in more than 30 countries across the globe? Research studies worldwide have already shown that CLASS has been validated in varying cultural contexts. We are excited to launch an internationally-focused blog on CLASS use around the world called Country Spotlight. If you live in a country outside the United States and would like to submit a blog about your CLASS implementation, please contact Lorena Sernett, Teachstone's international account manager.
When I was in middle school and high school, I frustrated teachers at every turn. I had plenty of ability but wasn’t motivated to put forth much effort and was the source of constant behavioral issues. I would trade stories with my friends, and it was clear that everyone knew I was as big a problem in the classroom. I always wondered, "Why do I never receive a referral when my friends often do?" I now realize the answer may have been in the mirror the whole time: my skin tone.
I recently completed a Train-The-Trainer program with an enthusiastic and well-prepared group of CLASS observers. Yet, despite their status as certified CLASS observers, several of them were identifying basic conversational exchanges as feedback loops.
It's true, school cafeterias have a bad rap. Experiences in cafeterias have contributed to some low CLASS scores. For example, one observer was scoring a group of preschoolers in a public school cafeteria where all the children were required to be silent during lunch. One can hardly score high on Language Modeling or other CLASS dimensions when the children are asked to sit in silence!
I have noticed that many of my participants have a difficult time understanding the indicator of creating in Concept Development. Recently, one of my participants shared the following coding scenario with me to ask how I thought this activity should be considered in the coding process:
During small group time, the teacher provided the children with crayons and paper and tells them to draw a picture of their families. The children draw the pictures and when they are done, the teacher asks the children to tell her about their pictures-- whom did they draw? The children tell her that they have included their moms, dads, siblings, cousins, pets, and one student even put the teacher in her picture.
In last month’s post, An Exception to Scoring Productivity, we talked about exceptions to the general coding protocol of needing to see consistent evidence of all of the indicators across the observation cycle to assign a high range score. We noted that, if you do not see a transition during an observation, it’s OK to not take that indicator into account when scoring Productivity. Instead, score the three remaining indicators. This blog post is going to take a look at some other exceptions that can be a little sticky for trainees.