All Things CLASS

Hello all, 
I am coaching a couple preschool classrooms that use a language-rich curriculum (OWL curriculum), but we are having difficulty working on how to incorporate more RSP and feedback loops during their small group time. They allot ten minutes for each group and rotate through. By the time the teachers are done describing the activity (to the children and one another), handing out materials (we have already discussed productivity), and managing behaviors, then there is little time for discussion. The teachers have little/no time to prep or plan as a team (per their contract in their district), so I feel like productivity could really help allow more time for conversations. 

They are preparing to get assessed for their QRIS and are worried that they will be marked down during small group time (35 minutes or so). Besides improving productivity, does anyone have suggestions on how to support them? Any help would be appreciated. 
Thank you!

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Teresa O

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Hi Teresa,  I am an Ed coach in Pocatello, ID.  I'm wondering if the teacher can include her small group conversation while she is setting up by asking questions like: 

For example, while setting out materials, ask children, "What do you see?" Encourage descriptive language and language extension strategies. .
Ask children to predict what they think they might do with the material(s)?  How might they share the quantity?  What do they notice and wonder? 

Best of luck to you.  Kathy

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Kathy Schatz
Pocatello ID
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I am also concerned about small group time. I have been told not to have small group during centers and that it is ok to have small group during centers. Which is it?

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Tonya Hembre
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Original Message:
Sent: 10-15-2019 10:32
From: Kathy Schatz
Subject: Conversations during small groups

Hi Teresa,  I am an Ed coach in Pocatello, ID.  I'm wondering if the teacher can include her small group conversation while she is setting up by asking questions like:

For example, while setting out materials, ask children, "What do you see?" Encourage descriptive language and language extension strategies. .
Ask children to predict what they think they might do with the material(s)?  How might they share the quantity?  What do they notice and wonder?

Best of luck to you.  Kathy

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Kathy Schatz
Pocatello ID
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​My understanding is you can have small group during center time but it should not interfere with a child once they have started in centers.  What we have asked our staff to do is have their small group the first 10-15 minutes of center time.  They rotate out the participants of their small group each day with 3-4 different children in their small group.  By Friday all of the children have participated in a planned experience during a small group.  If anyone was absent or needed extra time they could be pulled into a small group on Friday.   Teachers are also able to work with children during the center time with a more one-on-one approach individualizing even more so for that child.

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Anita Stalvey
Lake City FL
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Original Message:
Sent: 10-16-2019 07:43
From: Tonya Hembre
Subject: Conversations during small groups

I am also concerned about small group time. I have been told not to have small group during centers and that it is ok to have small group during centers. Which is it?

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Tonya Hembre
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Original Message:
Sent: 10-15-2019 10:32
From: Kathy Schatz
Subject: Conversations during small groups

Hi Teresa,  I am an Ed coach in Pocatello, ID.  I'm wondering if the teacher can include her small group conversation while she is setting up by asking questions like:

For example, while setting out materials, ask children, "What do you see?" Encourage descriptive language and language extension strategies. .
Ask children to predict what they think they might do with the material(s)?  How might they share the quantity?  What do they notice and wonder?

Best of luck to you.  Kathy

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Kathy Schatz
Pocatello ID

From my understanding if you are having a small group time during your center (free play) time and require students to come to a small group you are taking away from center time. If you are following ERS as well at your center this can greatly impact Substantial Portion of the Day. Center time should be all about the children making choices as to what they will do. When in the classroom, I would set up a small group activity that I would lead but allow the children to decide if they want to be involved. I made it something fun and interactive and typically all, or at least most of the children, would choose to participate. If I noticed a child didn't come over I would personally invite them, "Jamie you haven't come to the table yet. Would you like to?" and this would usually snag their attention. However if they ended up choosing not to then I respected that.

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Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
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Original Message:
Sent: 10-16-2019 07:43
From: Tonya Hembre
Subject: Conversations during small groups

I am also concerned about small group time. I have been told not to have small group during centers and that it is ok to have small group during centers. Which is it?

------------------------------
Tonya Hembre
------------------------------


Original Message:
Sent: 10-15-2019 10:32
From: Kathy Schatz
Subject: Conversations during small groups

Hi Teresa,  I am an Ed coach in Pocatello, ID.  I'm wondering if the teacher can include her small group conversation while she is setting up by asking questions like:

For example, while setting out materials, ask children, "What do you see?" Encourage descriptive language and language extension strategies. .
Ask children to predict what they think they might do with the material(s)?  How might they share the quantity?  What do they notice and wonder?

Best of luck to you.  Kathy

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Kathy Schatz
Pocatello ID

You might try having them help with passing out supplies, and as I saw someone else post talk with the children while doing it. As far as RSP if this particular activity came about because of child interest then state that out loud. "Today we are doing an activity about dump trucks. A couple of days ago I noticed several of you playing in the block area with the dump truck and you told me you wanted to know more about them. While we are passing out the materials, does anyone want to share what they like about dump trucks?" Then allow the children to talk. If the children are involved in the process it will also help with behavior challenges during the activity, which will give more time to focus on the activity itself.

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Jennifer Haessly
Jennifer Haessly M.A. Ed.
Moreno Valley CA
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