Positive vs. Negative Climate

One of the sections in the CLASS assessment looks at Positive Climate vs. Negative Climate.  This is an area where most programs do well.

What makes a climate positive? 

What does a negative climate look/feel like?

The CLASS identifies the following as indicators of a positive climate:

Relationships

·         Physical proximity

·         Matched positive affect

·         Reciprocal interactions

·         Peer connections

Positive Affect

·         Smiling, laughter

·         Enthusiasm

·         Verbal or physical affection

 Respect

·         Warm, calm voice

·         Respectful language and communication

·         Eye contact

·         Body orientation

How would you rate the positivity of your classroom/program?  How could you increase the positive climate?

The CLASS also identifies indicators of a negative climate – for this you hope to have a LOW score!

Negative Affect

·         Irritability

·         Anger

·         Harsh voice

Punitive Control

·         Yelling

·         Threats

·         Physical actions/punishment

Teacher Negativity

·         Sarcastic voice/statement

·         Teasing

·         Humiliation

Child Negativity

·         Peer disputes

·         Escalating frustration

·         Escalation of negativity

I have seen classrooms that would score high in the negative climate.  If you feel that you have times that feel like this, ask yourself, “When and why does this child display negative behavior?”  and “How do I react to specific behaviors or children?”  Are there some children who just push your buttons?  Are there times of the day that everyone just struggles to be pleasant?  Examine those times and feelings and see if some small changes might make a difference. 

Stuff happens...  When do you find the scale tipping toward the negative climate?  What are some ways you can move the scale back to the positive side?  What some coping skills adults can use?  That children can learn?

Reflective Practice

As you move through Level 2 and toward an eventual rating, you will be looking at the ways points are earned in Early Achievers.  To become rated a 3 or higher, you will need to score at least 30 points.

One area to earn 2 points is to participate regularly in a reflective practice group.


This is from the Companion Guide to the Early Achievers Quality Standards, page 16  http://del.wa.gov/publications/elac-qris/docs/EA_facility_companion.pdf

Dedicated time for teaching staff to engage in reflective practice with peer group on a monthly basis
(2 points)

An important part of professionalizing the early care and education field 

is providing the opportunity to participate in peer learning communities. A peer group is a group of providers who have similar needs and interests (i.e., they work with the same age groups or with the same curriculum) who meet regularly to work toward improving practice. This component looks at whether participation in peer groups supports providers to reflect on and improve practice by considering:

•

Do teaching staff participate in peer group reflective practice at least monthly?

For this component,

teaching staff refers to teachers (centers) and FCC primary providers.

A reflect practice group is a supportive, collaborative group where the participants can engage in continuous learning.  It provides a chance to articulate intentions and practices, to examine them and share/learn from each other.

Child Care Resources is starting a reflective practice group for you to participate in.  This will be a great opportunity for your teaching staff/FCC primary providers to engage in deeper thinking about practices and intentions.  A chance to learn and grow together. 

Dates:   September 20, 2012
                October 18, 2012
                November 15, 2012

Location:              Cross of Christ Lutheran Church (site of The Ark Child Care)
                                411 156th Avenue Northeast  Bellevue, WA 98007
                                (Just down the street from Crossroads Mall)

Time:     6:30-7:00 Dinner  (our treat!!)
                7:00-8:30 Discussion

Since the teaching staff will be the ones assessed, and critical in your Early Achiever process, please invite your staff to attend. 

Being able to identify and articulate what we do, why we do it, how we assess the teaching we provide, and how we can learn from the results what we do is a critical part of quality!

Routine Times

The CLASS Assessment videotaping can happen any time during the day (with the exception of outdoor play and naptime).  Routine times could also be observed. 

In sample videos I have observed that are filmed during routine times, there tends to be lots of missed opportunities.  Teachers laying out cots, serving food, chatting with each other, but not providing high quality interactions with the children.

How can you make all times learning times? 

From the CLASS dimension guide:  Slow down and talk with individual children during routine times of the day, such as diapering or mealtimes.  Use this to embed questions and learning opportunities.  Ask children to sequence the diaper-changing routine:  what do we do after we get a wipe?”  Ask questions to compare tastes or sizes during snacks:  “are our apples red on the inside and outside?”  and “Do you have more crackers or grapes?”

It's not always easy to make routine times enriching.  Practice being intentional during routine times.  How can this be a time of learning, too?