All Things CLASS

This message was posted by a user wishing to remain anonymous

Hi all,

 I am reaching on on here for some insight because I conducted a Pre-K observation this morning that was very challenging to score. 
This teacher was very enthusiastic, boisterous, and loud. She was not harsh or negative in tone, but her volume was very loud. As far as instructional support, she was fairly high in concept development and quality feedback. However, she moved at a very fast pace during instruction and did not provide adequate time for children to think and respond before she moved on to something else.  As far as language, it was mostly teacher talk predominating the classroom. However, she was doing repeating/extending and using  advanced language as well.

She had the foundation down, it was just how she carried it out with such a BIG personality. You can tell she is nurturing and cares deeply for the children. The children were very connected to her and sought her out for comfort. She was very engaged with the children, involved in play, and responsive to them. Again, everything about this teacher was just loud and boisterous, even her mannerisms such as clapping and singing, etc. This teacher is from the south, and I was told it is definitely a part of her culture and her personality. However, I feel that if I am using the CLASS lens I would need to drop her Teacher Sensitivity score (and possibly RSP?) because at times her behavior/mannerisms seemed intrusive. Also, I am not sure how to score her overall instructional support. I saw many of those indicators, but as I said earlier it was at a very fast pace.

This message was posted by a user wishing to remain anonymous

One of the things you might think about is if this was a mismatch of temperaments between you and the educator, rather than her having low teacher sensitivity. For those of us who are quiet-natured, a big personality can be a little overwhelming, and can influence how we perceive them as educators. 

This message was posted by a user wishing to remain anonymous

I can see that. However, a couple of the children did not match her level of excitement and enthusiasm and turned away from her at times. Many of them were quiet. I say a teacher would be high in teacher sensitivity if they account for the fact that some children may be overwhelmed by their loud voice. Since she did not notice or adjust her volume when speaking to the quiet-natured introverted children I would say that would lower her TS score to mid range. This teacher's voice is so loud, it can be heard clearly in other classrooms within the building.
Original Message:
Sent: 11-14-2019 10:22
From: Anonymous Member
Subject: Need help

This message was posted by a user wishing to remain anonymous

One of the things you might think about is if this was a mismatch of temperaments between you and the educator, rather than her having low teacher sensitivity. For those of us who are quiet-natured, a big personality can be a little overwhelming, and can influence how we perceive them as educators.

This message was posted by a user wishing to remain anonymous

Good morning, 

You have to remember each teacher has a different teaching style and personality, some people are naturally loud people. I say as an observer look at the overall picture were the kids affected did they cover ears or even acknowledge the teacher was loud. As a Center Director one of my teachers is naturally loud but teaching skills are evident. Just ask yourself, did she comfort the children, supportive of their needs, did the children appear comfortable in her presence.

This message was posted by a user wishing to remain anonymous

Although I recognize that some teachers have more boisterous personalities, I think it is important to remember if the teachers temperament does not match the temperament of one or all of the children in the classroom, that is her responsibility as a professional to modulate that. When a teacher is so loud and intrusive in her movements and actions, she takes over the whole environment and I don't think it is beneficial for the children or for learning. As a teacher, you have be thoughtful and aware of the various needs and temperaments of children and adjust for that. I can guarantee you that your loud teacher is overwhelming at least one of the children, if not more in her classroom.
Original Message:
Sent: 11-14-2019 11:01
From: Anonymous Member
Subject: Need help

This message was posted by a user wishing to remain anonymous

Good morning,

You have to remember each teacher has a different teaching style and personality, some people are naturally loud people. I say as an observer look at the overall picture were the kids affected did they cover ears or even acknowledge the teacher was loud. As a Center Director one of my teachers is naturally loud but teaching skills are evident. Just ask yourself, did she comfort the children, supportive of their needs, did the children appear comfortable in her presence.

------Original Message------

This message was posted by a user wishing to remain anonymous

Hi all,

 I am reaching on on here for some insight because I conducted a Pre-K observation this morning that was very challenging to score. 
This teacher was very enthusiastic, boisterous, and loud. She was not harsh or negative in tone, but her volume was very loud. As far as instructional support, she was fairly high in concept development and quality feedback. However, she moved at a very fast pace during instruction and did not provide adequate time for children to think and respond before she moved on to something else.  As far as language, it was mostly teacher talk predominating the classroom. However, she was doing repeating/extending and using  advanced language as well.

She had the foundation down, it was just how she carried it out with such a BIG personality. You can tell she is nurturing and cares deeply for the children. The children were very connected to her and sought her out for comfort. She was very engaged with the children, involved in play, and responsive to them. Again, everything about this teacher was just loud and boisterous, even her mannerisms such as clapping and singing, etc. This teacher is from the south, and I was told it is definitely a part of her culture and her personality. However, I feel that if I am using the CLASS lens I would need to drop her Teacher Sensitivity score (and possibly RSP?) because at times her behavior/mannerisms seemed intrusive. Also, I am not sure how to score her overall instructional support. I saw many of those indicators, but as I said earlier it was at a very fast pace.

Hello Anonymous,

What a great question and thread to discuss the inner workings of being a CLASS observer. 

As a CLASS trainer, I once had a teacher come up to me during a training break and told me she was worried that she was being too loud.  She asked if I would give her lower scores because she was loud.  My answer was, as always, that it depends.  Did the children think she was too loud by shying away from her or showing her that they did not want to interact?  Her answer was, "No, they sit on my lap and we are very close with great relationships."  I shared that it isn't up to me to decide what is right for her children in her classroom and culture, but that the children define success by their response to her.  If her interactions engage children, however loud, and they respond to her, then I give "credit" to the interactions wherever they fit in the CLASS dimensions. 
She was relieved, but shared that she was working on her loudness. 

The moral of the story is that in order to score the CLASS we need to see teacher's affect on the children, and score evidence or lack of evidence for each indicator and average them for the dimension score.  Our own cultural lens needs to be put aside as much as possible and our "CLASSES" put on over our eyes and ears. 

Your examples in the dimension of language modeling were that she repeated and extended and had advanced language words, giving evidence there, but that she dominated the discussion which may have lowered the score in the indicator of frequent conversation if the children were not encouraged to talk.  From what you describe, there was a mix of effective interactions in Language Modeling. 

It would be difficult to be high scoring in Instructional Support, Concept Development and Quality of Feedback as you described it.  In order to achieve at a high scoring level, the children would need to have "stretched the muscles of their brains" (Bob Pianta) and had a deeper understanding as a result.   A teacher that dominates can have problems, as you said, "she was fast paced and did not give children time to think and respond".  You would need to see evidence of the children's responses both verbal and nonverbal for their level of engagement.

It would be interesting to note if in all 4 cycles she was this boisterous. 

Again, great topic, thank you for posting!


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Curry Ander
Teachstone CLASS Consultant/Trainer
curry.ander@teachstone.com
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Hi Anonymous, I think it's great you reached out with this tricky situation! 

If you're open to it, we have a CLASS specialist who would be willing to chat with you over the phone about this observation and help you through the evidence for each dimension. If you're interested, just reply privately to this message or you can email me at liz.savage@teachstone.com and I'll help you set that up.  

I'm so glad the CLASS Learning Community was also able to support!

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Liz Savage
Community Manager
Teachstone
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