How can we shape innovators starting at a young age? Early childhood teachers have a big role in promoting confidence in problem solving.  Dr. Lourdes Norman-McKay joins us to explain how teachers can get students comfortable with shades of grey in the discovery process and with not knowing the right answer. Dr. Lourdes Norman-McKay is a professor at Florida State College and the author of a globally marketed undergraduate microbiology textbook with Pearson. She earned her baccalaureate degree from the University of Florida and her Ph.D. in Biochemistry and Molecular Biology from the Pennsylvania State University College of Medicine. For the past 18 years, Dr. Norman-McKay has been teaching allied health students at the collegiate level. She also serves as a speaker for the U.S. Department of State's International Information Programs––a diplomacy outreach bureau––to promote STEM education, innovation, and women in STEM. This episode dives into Quality of Feedback and Concept Development. Actionable tips to try from this episode: Ask more questions, give fewer answers Increase questions on how children know things rather than on what they know Focus on learning by experiencing and doing See mistakes as opportunities   Learn more about promoting equity in critical thinking skills: How to Help Girls Avoid the Trap of Perfectionism How Do Integration and Connections to the Real World Contribute to Concept Development? The Impact of Creating an Emotionally Supportive Learning Environment in Math Classrooms   Join the CLASS Learning Community to continue the discussion with thousands of other educators.  Subscribe and share this episode on Twitter and Facebook! Thanks for listening!

Teaching with CLASS

Promoting Equity in Critical Thinking Skills

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. We know that 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.   Teacher and coach, Colleen Schmit, will share how teachers can strike the balance between following the lesson plans and giving children freedom of choice and flexibility in the classroom.    Learn more about regard for student's perspective on our blog: What Does Regard for Student Perspectives Look Like in a Teacher-Directed Activity? Regard for Student Perspectives: A Key Instructional Strategy for Improved Instructional Support     Join the conversation in the CLASS Learning Community!   Subscribe and share this episode on Twitter and Facebook!   Thanks for listening!

Encouraging Voice and Choice in the Classroom

Many programs struggle with family engagement—particularly with engaging families in helping children with reading and homework at home. Educators may sometimes live in fear of complaints from caregivers and that can lead to a lack of trust between teachers and caregivers. In this episode, we’ll speak with Heather Sason, an early childhood professional who's been supporting families since she was 15. Now she has a child of her own and a community based playroom where families and children are invited to play and interact with other families. Heather is passionate about the topic of family engagement and will share some tips that educators can use to keep families involved in their children’s learning. Here are some tips that Heather shared on how teachers can develop relationships and build trust with families, both in remote learning and in-person settings: Teachers should be themselves! Showing your true self as a teacher, will make parents/caregivers feel more at ease. Bank time with the parents to build those relationships. This helps tremendously, especially at conference time. In remote settings, invite parents/caregivers to join the first few minutes of each session if they can, and take this opportunity to bank a few moments with each of the parents.  In remote settings, also take the time to schedule virtual parent/caregiver gatherings every few months. Let them talk and get to know one another, and you better.  For in-person settings, invite parents/caregivers to volunteer in the classroom, and drop by anytime they want. Also, invite them to special events such as parties or special visitors coming to the classroom. If your center permits it, send pictures to the parents/caregivers during naptime of what their children have been doing that day.  Learn more about family engagement on our blog: Engaging ECE Families in Remote Learning Interactions at the Core: The Power of Interactions In Any Setting Check out Heather’s Little Fish Playroom and her blog: How to Set Up Infant & Toddler Learning Spaces to Facilitate Exploration.  To see more photos of Little Fish and learn more, go to facebook.com/littlefishplayroom and www.littlefishplayroom.com Join the 

Keeping Families Engaged in the Early Childhood Years

Guiding positive behavior is a learning process for young children as their brains are growing and developing the ability to regulate behavior, emotions and manage impulses. Creating safe, warm and supportive environments motivate children to learn and practice positive behaviors when adults are responsive and consistent. As a Specialist in Early Education with 6 years of experience as a CLASS coach, Michelle Galindo has supported many educators in classrooms with infants, toddlers and preschool children with positive behavior strategies. Here are three she shares in this episode: Modeling Composure to support self regulation Being aware of Adult emotional triggers or strong emotions and practicing regulating and managing them by deep breathing and using positive self talk. Remaining calm yet intentional during interactions to respond to children’s needs vs. reacting by impulse or emotional trigger. Creating a safe space to release strong emotions  A physical space where children can independently process emotions that is visible to adults for close supervision. Create a space with children’s input for safely expressing strong emotions using: mirrors, soft objects, family photos, feelings charts and other visuals displaying emotions. Acknowledging Feelings while stating a boundary:  Naming the feeling/emotion during a conflict and narrating the action or behavior that was unsafe or unhealthy. Labeling the feeling through verbal affirmations or physical safe touch while stating the boundary (unsafe or unhealthy action/behavior) Learn more about Behavior Guidance on our blog: Behavior Guidance Is as Easy as PB&J Behavior Management in the Classroom More Behavior Guidance Strategies Join the CLASS Learning Community to continue the discussion with thousands of other educators.  Subscribe and share this episode on Twitter and Facebook! Thanks for listening!

Reframing "Challenging" Behavior and Why Our Response Matters

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We’re Back!

As a teacher, it can feel hard to be aware and responsive to all your students' needs. However, we know that classrooms with high Teacher Sensitivity improve student engagement and create more positive peer behavior. Listen to the experts offer tips for both teachers and CLASS observers.

Teacher Sensitivity— Being Aware and Responsive to Students' Concerns

Meet Mary- After a PhD and fours years observing full-time she decided to go into the classroom as a preschool teacher for the first time. She offers good tips for new teachers as well as CLASS observers. 

From CLASS Observer to PreK Teacher

Have you been wondering what CLASS Group Coaching or MMCI is? Listen as two educators share their experience from the perspective of a teacher and center director. I also reach out to one of the instructional designers to hear about some of the basics of the program. 

CLASS Group Coaching

Ever wonder how a CLASS assessment or coaching would look in a Montessori classroom? Learn more about the Montessori approach and what you would see as a CLASS observer.

CLASS and Montessori

How do you emphasize students' interests, motivations, and point of view throughout the day? How can you encourage responsibility and autonomy with such young students? And how does that support the Pyramid Model of Social Emotional Learning? We attempt to answer all these questions in this episode!

Regard for Student Perspectives: Part 2

Welcome to Teaching with CLASS®, a podcast for all your CLASS questions, concerns, and stories.

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Teaching with CLASS

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