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.
Summer is winding down, and every teacher has plans in the works as they look forward to the new school year. Whether you work in a public school, private school, or a child care facility, it’s time to make some plans to get your classrooms ready!
In construction, a scaffold is a temporary structure used by workers to access heights and areas that are hard to get to. This is exactly what educators are doing when they scaffold for students. A student is having a hard time reaching a new height—understanding a concept, answering a question, or completing an activity—and the teacher provides just enough support to allow the student to succeed.
Children love playing shadow tag, catching and stepping on each other’s shadows. We teachers need to keep an eye on our shadows too...metaphorically speaking, that is. We’re big in children’s eyes, and we have a lot of power over how they spend their day. If we slip into taking over their explorations and answering our own questions, we subtly let children know that their ideas and interests aren’t as important as ours. But if we want our children to develop independence and feel engaged in our classroom, then we have to show we value their ideas and support their independence.
You’ve heard it said, “You never get a second chance to make a first impression.” I would propose this addition: “Except in teaching!” Of course, we know the first moments of the first day of school are critical to establishing a tone for the year ahead, and we put a lot of energy into those first moments. It’s always fun to prepare our classrooms for the new school year because we are full of renewed hopes and dreams.
We’ve all had kids in the classroom who push limits, can’t manage their feelings, constantly demand attention. Believe it or not, they are sending you a message. When kids misbehave, they are operating based on mistaken learning. With time, patience, and planning you can help them relearn! If you reframe your thinking about children’s behavior and recognize that misbehavior is usually based on mistaken learning, you are well on your way to helping your kids.
Education is certainly my calling. When choosing my path as a teacher, the Montessori philosophy captivated me more than most. It was peaceful, harmonious, respectful to the child, reflexive, and intentional.
A language-rich environment is vital to children’s early learning and social-emotional development. A language-rich environment isn’t just a room with books and a variety of print; it’s a room where children hear and participate in talking, singing, and reading.
