All Things CLASS

Thinking out loud and hoping for other perspectives :) Just wondering if anyone has any ideas around integrating Concept Development into morning arrival routines like the Conscious Discipline Brain Smart Start, music and movement, transitions to handwashing breakfast. When our teachers attempt to integrate higher level thinking questions here, because it requires wait time, the transition tends to slow down, impacting productivity. I've suggested it's not possible to max all ten dimensions every 20 minute cycle, hence the balance of the overall domain. Would it be better to coach around the domains as opposed to the dimensions?

Hi Elizabeth,

Thank you for reaching out and asking these great questions! It is okay for the transition to slow down to provide more learning opportunities (as long as it doesn't slow down so much that children are left with nothing to do). In 2nd Edition specifically, it is less about how long the transition takes and more about how effective and organized it is. So, if the children know what to do, are engaged in conversation, and are moving through the transition, then it should not impact the productivity score negatively. It is fine to coach around the domain level, but that can often be too big of a chunk and harder to implement. Think about something like atomic habits or baby steps... it is often easier for humans to make behavior changes if something small is built on something they are already doing rather than changing everything at once. Let me know if that helps, and don't hesitate to reach out if you need assistance with anything!

Warmly,

Thinking out loud and hoping for other perspectives :) Just wondering if anyone has any ideas around integrating Concept Development into morning arrival routines like the Conscious Discipline Brain Smart Start, music and movement, transitions to handwashing breakfast. When our teachers attempt to integrate higher level thinking questions here, because it requires wait time, the transition tends to slow down, impacting productivity. I've suggested it's not possible to max all ten dimensions every 20 minute cycle, hence the balance of the overall domain. Would it be better to coach around the domains as opposed to the dimensions?

Hi Elizabeth,

Thank you for reaching out and asking these great questions! It is okay for the transition to slow down to provide more learning opportunities (as long as it doesn't slow down so much that children are left with nothing to do). In 2nd Edition specifically, it is less about how long the transition takes and more about how effective and organized it is. So, if the children know what to do, are engaged in conversation, and are moving through the transition, then it should not impact the productivity score negatively. It is fine to coach around the domain level, but that can often be too big of a chunk and harder to implement. Think about something like atomic habits or baby steps... it is often easier for humans to make behavior changes if something small is built on something they are already doing rather than changing everything at once. Let me know if that helps, and don't hesitate to reach out if you need assistance with anything!

Warmly,

Thinking out loud and hoping for other perspectives :) Just wondering if anyone has any ideas around integrating Concept Development into morning arrival routines like the Conscious Discipline Brain Smart Start, music and movement, transitions to handwashing breakfast. When our teachers attempt to integrate higher level thinking questions here, because it requires wait time, the transition tends to slow down, impacting productivity. I've suggested it's not possible to max all ten dimensions every 20 minute cycle, hence the balance of the overall domain. Would it be better to coach around the domains as opposed to the dimensions?