Effectiveness Of Teacher’s Interactions and Support in The Classroom

Effectiveness Of Teacher’s Interactions and Support in The Classroom

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Effectiveness Of Teacher’s Interactions and Support in The Classroom

Observation, Assessment and Reflection

Paper details: Overview the CLASS tool is used to measure the effectiveness of teacher’s interactions and support in the classroom. Teacher’s supportive interactions, in the 4 dimensions of CLASS (Positive Climate, Negative Climate, Teacher Sensitivity, Regard for Children’s Perspectives), collectively and separately predict children’s performance on standardized tests of literacy in preschool and first grade (NICHD ECCRN, 2003) and children’s engagements in the classroom across all grade levels. Children with low levels of emotional support in preschool classrooms fall further behind their peers than children whose teachers provided high levels of Emotional Support (Pianta, 2003). For this activity, you are going to analyze teacher’s interactions in each dimension of CLASS.

You will be spending two hours in a high-quality early childhood classroom (birth – eight) observing the interactions between teachers and children. The center must be either NAEYC accredited, participating in Virginia Quality or at a bare minimum licensed. The purpose of this assignment is to develop an understanding of the importance of maintaining a positive climate, being sensitive and responsive to children’s needs and encourage children to express their interests while appreciating their point of view.

The course content thus far has provided you with some foundational knowledge to use and build upon. This assignment allows you to delve deeper into the CLASS instrument and how to analyze interactions and supportive facilitations in order to encourage development in the emotional domain. You will fill out the provided chart with detailed examples of meeting or not meeting the indicators of CLASS.

You will then write a detailed analysis of how the teacher is currently encouraging development in children and how to improve upon these practices. For this assignment, your guidelines are as follows: Step 1: Study the Interactions and Best Practices on the provided chart. Step 2: Then, using the chart as a guide, observe and document, in the right column, the teacher’s interactions with children.

Provide specific examples of the teacher’s interactions in each of the dimensions. Each time you observe one of the interaction strategies on the chart, write a few sentences about the influence of those interactions on children’s behavior and or learning. Try to fill in most of the indicator fields. Step 3: After completing the chart please refer to the best practices list. Go back and highlight three or more best practices you observed. Then, in another color, highlight behaviors that do not exhibit best practices. You will be using these in your final analysis. Step 4: Application and Reflection – The last part of this assignment involves an analysis and practical application.

In your analysis, describe specific examples of your best practice interactions and their outcomes. Determine which of the interactions seem to work well for the teacher you observed and are the most beneficial to children. Which interactions feel new or don’t seem to come naturally? How could the teacher improve in these areas? Record your impressions in a two-page analysis. Include specific examples and emerging insights, and make sure to integrate CLASS terminololrygy throughout your paper.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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