1. CLASS CLASSROOM ORGANIZATION
By Lisa Alonso, MS
Center Administrator
EUCLID CDC

2. Class Pre-k
CLassroom Assessment Scoring Sytem

3. An observational tool that measures classroom quality.
What is class?
An observational tool that measures classroom quality.
Research implies that the classroom teacher & child interactions is primary core for child/student development.

4. Past & present
Techniques to improve student achievement by establishing
Smaller classroom size
Teacher’s level of education & credentials
Implementation of various curriculums
Although these are important…
its what a teacher can do with these techniques that has been proven will strengthen student achievement.

5. Class findings High CLASS Score Greater student behavioral engagement
Stronger reading achievements

6. 3 CLASS DOMAINS Emotional Support Instructional Support
Classroom Organization
Instructional Support
Emotional
Support

7. National averages CLASSROOM ORGANIZATION EMOTIONAL SUPPORT
Scored between Moderate to High quality
CLASSROOM ORGANIZATION
Scores in Moderate quality
INSTRUCTIONAL SUPPORT
Scores in Low quality

8. SDUSD ECE results

9. Classroom organization
Behavior management
Productivity
Instructional Learning Formats

10. We need to teach! “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we………punish? …………………….teach?
Why can’t we find the last sentence as automatically as we do the others?”
Tom Herner (NASDA President) Counterpoint 1998, pg. 2

11. Birth – Five
If a child is given the capacity by the primary caregiver to form relationships, express emotions, self-regulate, explore with security, then they are experiencing a healthy development.
Healthy development ability to:
Make friends, follow directions, be empathetic, manage emotions, form relationships.
When there are GAPS in development:
Challenging behavior exist
Behaviors have roots and meaning

12. Behavior management
The teacher’s ability to teach clear behavioral expectations.
Teacher uses effective methods and teach to prevent and redirect misbehavior.
Clear behavior expectations
Proactive
Redirection of misbehavior
Student Behavior
Video Clip

13. Ca CSEFEL Teaching pyramid

14. BEHAVIOR MANAGEMENT (class) ALIGNED WITH effective workplace (TEACHING PYRAMID)
CLASS TEACHING PYRAMID
CLEAR BEHAVIOR EXPECTATIONS Classroom “working” schedule
Clear expectations
Consistency
Clarity of Rules
PROACTIVE
Anticipation of problem behavior or escalation
Efficient Redirection
REDIRECTION OF MISBEHAVIOR PDA –
Attention to the positive Positive Descriptive Acknowledgement
Uses subtle cues to redirect
Efficient Redirections
STUDENT BEHAVIOR
Frequent compliance
Little aggression and defiance

15. PDA Positive Descriptive Acknowledgement
Acknowledgement promotes internal motivation
“I am a friendly person” vs “Good job”
Acknowledgment helps children develop
Self efficacy (confidence in their ability)
Agency (ability to have an impact on the world)
Studies have shown that when teachers talk to children its usually to give directions or to correct inappropriate behavior.
GOAL: To acknowledge children when they are engaged in appropriate, pro social behaviors.

16. Moving from Praise to acknowledgement: Providing children with authentic support
Report what you see (Objective narration)
example: “You put the blocks away.”
Connect it with a desired trait
example: “You put the blocks away. You are keeping the area safe.”
Emphasize the impact it had on others
example: “You put the blocks away. Now someone else can build a tower.”
Ask open ended-questions
example: “What did you like best about your tower?”
Say nothing
watch the play
Adapted by WestEd CSEFEL Aug 2012 from Hooked on Praise: Quit saying “GOOD JOB!” by Alfie Kohn.

17. Ratio of negative to positive
Directions & Corrections Positive OR Neutral TO TO Positive OR Neutral Directions & Corrections

18. ACTIVITY

19. Productivity
How a teacher manages instructional time and daily routines.
How a teacher provides activities for students so they all have an opportunity to be involved in the learning activities.
Maximizing learning time
Routines
Transitions
Preparation
Video Clip

20. Productivity
Maximizing learning time
Teacher provides activities for the children and deals efficiently with disruptions and managerial tasks.
Routines
Classroom resembles a “well-oiled machine” everyone knows what is expected of them and how to go about doing it.
Transitions
Transitions are quick and efficient.
Preparation
Teacher is fully prepared for activities and lessons.

21. Instructional learning formats
Ways in which teachers maximize students interests and engagement.
Providing interesting materials to ensure many learning opportunities.
Effective facilitation
Variety of modalities
Student interest
Clarity of learning objectives
Video clip

22. Instructional learning formats
Effective facilitation
Teacher actively facilitates students’ engagement in activities and lessons to encourage participation and expanded involvement.
Variety of modalities
Teacher uses a variety of modalities including auditory, visual, and movement and uses a variety of materials to effectively interest students and gain their participation during activities and lessons.

23. Continued… Instructional learning formats
Student interest
Students are consistently interested and involved in activities and lessons.
Clarity of learning objectives
Teacher effectively focuses students’ attention toward learning objectives and/or purpose of the lesson.
Advanced organizers- “Let’s look at the pictures before we read it so we know what it will be about.”
Summaries- “So we just talked about how farm and zoo animals are different.”
Reorientation statements- “We are getting a bit off track; let’s make sure we are thinking about the differences between farm and zoo animals-not what the zoo is.”

24. WHY class?
Research on CLASS has shown throughout the thousands of PreK through 3rd grade classrooms visited, when teachers build strong relationships with their students and have consistent positive interactions with children:
Learning becomes maximized
Academic scores increase
Established language skills
Better social adjustments
Source: ECLKC, Webcast 2008