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During our recent note taking training, I was surprised at the presenter’s definition of “feedback loops.” The presenter was identifying brief conversational interactions as feedback loops. I was under the impression that feedback loops had to be sustained and include 2 or 3 back and forth responses.

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What if an activity lasts over two cycles? If the children are still actively engaged and the teacher is still actively guiding, does it give them the same score over both cycles for learning and participation? When would it become "rote" or redundant?

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What if an activity lasts over two cycles? If the children are still actively engaged and the teacher is still actively guiding, does it give them the same score over both cycles for learning and participation? When would it become "rote" or redundant?

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Maybe an overview of a mock feedback session. It would probably greatly benefit the program if our delivery of feedback sessions was more uniform.

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Maybe an overview of a mock feedback session. It would probably greatly benefit the program if our delivery of feedback sessions was more uniform.

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I just completed my first infant observation a couple days ago. All throughout training, the CLASS manual, and the calibrations mention that observing the teachers' interactions with the babies during changing should be carried out. Most of the videos I have seen, the babies are just brought to a changing table in the same room, which makes it easy. In the classroom that I was in, the teachers changed the babies in a separate private sectioned off room (closet kind of thing). I could hear that teacher talking to the babies, but felt weird about walking over to observe those interactions because it was in a private area. There was another teacher in the area that I was with the other children, but I guess my question is what would be most appropriate to do in this situation? Thanks!

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Most classrooms have 2 teachers. If I do a feedback session and only one teacher shows up, do I have to come back and do the other feedback with the other teacher on another day?

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Is there a place to celebrate the teachers who have really awesome lessons or document them to be shared with other classes?

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Is it appropriate to put a comment about the school chef having a wonderful interaction with an infant during the observation? The infant lit up when she came in, and the 2 had a very positive hug-filled interaction.

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I was at an observation today where there were 20 students and 2 teachers (PreK). While they were about to break off into small groups and centers, one of the teachers brought 10 of the students outside while the other 10 stayed inside to do the activities with the other teacher, and then they eventually switched. I'm assuming it was okay for me to continue with the observation because half of them were in the classroom, but just for future reference, is this okay? And, if not, what would be the best advice to proceed with the observation if there's not another chunk of 2 hours where they are all together to complete it? Thanks!

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Does anyone have a brief overview of why we observe using the CLASS tool that you share at the beginning of feedback sessions? I would like to spend a little time with them talking about the whole point of being observed with CLASS, rather than jumping right into how the scoring works and the dimensions.

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Phew! That's a lot of pressure!! I'm not sure what I write here is going to be incredible as the Padlet prompt seems to request :-) I was wondering if anyone else is having with the writing and consistency of their feedback reports. I would really appreciate seeing more examples of strong feedback reports compared to ones that need improvement. I often find myself struggling with writing "areas for growth" comments—especially in dimensions that end up being scored lower than the one sample report I've seen. Having more examples would be really helpful.

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Hi there! I observed an infant classroom that was truly exceptional this week. Every dimension averaged in the high range. They did not average to perfect 7s, but still wound up in the high range. That said, I feel silly providing areas of growth or resources to consider, but also feel silly not offering any other help other than telling them to continue using best practices. What is the best way to proceed in this situation? Thanks!