Teacher-Student Interactions

Supporting Social and Emotional Development

 Lev Vygotsky
Vygotsky’s theories of Constructivism and Social
Learning, with intentional scaffolding of a student’s
progress along their zone of proximal development
 children learn by constructing their own knowledge
 accomplished alongside social interaction with MKP
 Scaffolding

(Matusov, 2015)
This Photo by Unknown Author is licensed under CC BY-SA
 REACH: Reaching Educators Positive teacher-student
and Children Program interaction = developmental
growth
High quality preschool
 training and initiative environment = rich learning
program environment.
 support training and Social-emotional growth = all
development in building domains of development
relationships to support
teachers can change their
social and emotional behavior = support
development developmental growth.

Negative climate = poor/negative teacher-child relationships

= at-risk of challenging development in emotional and social skills.
(Conners-Burrow et. al, 2017)
This Photo by Unknown Author is licensed
under CC BY-NC-ND
Quality Interactions Early Years
 A Review of CLASS Dimensions
Positive Climate

Relationships
 Physical proximity
 Shared activity
 Peer assistance
 Matched affect
 Social conversation
Positive affect
 Smiling
 Laughter
 Enthusiasm
Positive Communication
 Verbal affection
 Physical affection
 Positive expectations
Respect
 Eye Contact
 Warm, calm voice
 Respectful language
 Cooperation and/or sharing
 A Review of CLASS Dimensions
Negative Climate

Negative affect
 Irritability
 Anger
 Harsh voice
 Peer aggression
 Disconnected or escalating negativity

Punitive Control
 Yelling
 Threats
 Physical Control
 Harsh punishment
Sarcasm/disrespect
 Sarcastic voice/statement
 Teasing
 Humiliation
Severe negativity
 Victimization
 Bullying
 Physical punishment
 A Review of CLASS Dimensions
Teacher Sensitivity

Awareness
 Anticipates problems and plans appropriately
 Notices lack of understanding and/or difficulties

Responsiveness
 Acknowledges emotions
 Provides comfort and assistance
 Provides individualized support

Addresses problems
 Helps in an effective and timely manner
 Helps resolve problems

Student Comfort
 Seeks support and guidance
 Freely participates
 Takes risks
 A Review of CLASS Dimensions
Regard for Student Perspectives

Flexibility and student focus

 Shows flexibility
 Incorporates students’ ideas
 Follows students’ lead

Support for autonomy and leadership

 Allows choice
 Allows students to lead lessons
 Gives students responsibilities

Student expression
 Encourages student talk
 Elicits ideas and/or perspectives

Restriction of movement
 Allows movement
 Is not rigid
 A Review of CLASS Dimensions
Behavior Management

Clear behavior expectations

 Clear expectations
 Consistency
 Clarity of rules

Proactive
 Anticipates problem behavior or escalation
 Low reactivity
 Monitors

Redirection of misbehavior
 Effective reduction of misbehavior
 Attention to the positive
 Uses subtle cues to redirect
 Efficient redirection

Student behavior
 Frequent compliance
 Little aggression and defiance
 A Review of CLASS Dimensions
Productivity
Maximizing learning time
 Provisions of activities
 Choice when finished
 Few disruptions
 Effective completion of managerial tasks
 Pacing

Routines
 Students know what to do
 Clear instructions
 Little wandering
Transitions
 Brief
 Explicit follow- through
 Learning opportunities within
Preparation
 Materials ready and accessible
 Knows lessons
 A Review of CLASS Dimensions
Instructional Learning Formats
Effective facilitation
 Teacher involvement
 Effective questioning
 Expanding children’s involvement
Variety of modalities and materials
 Range of auditory, visual, and movement opportunities
 Interesting and creative materials
 Hands-on opportunities
Student interest
 Active participation
 Listening
 Focused attention
Clarity of learning objectives
 Advanced organizers
 Summaries
 Reorientation statements
 A Review of CLASS Dimensions
Concept Development

Analysis and reasoning

 Why and/or how questions
 Problem solving
 Prediction/experimentation
 Classification/comparison
 Evaluation

Creating
 Brainstorming
 Planning
 Producing

Integration
 Connects concepts
 Integrates with previous knowledge

Connections to the real world

 Real-world applications
 Related to students’ lives
 A Review of CLASS Dimensions
Quality of Feedback
Scaffolding
 Hints
 Assistance
Feedback loops
 Back-and-forth exchanges
 Persistence by teacher
 Follow-up questions
Prompting thought processes
 Asks students to explain thinking
 Queries responses and actions
Providing information
 Expansion
 Clarification
 Specific Feedback
Encouragement and affirmation
 Recognition
 Reinforcement
 Student persistence
 A Review of CLASS Dimensions
Language Modeling

Frequent conversations
 Back-and-forth exchanges
 Contingent responding
 Peer conversations

Open-ended questions
 Questions require more than a 1-word response
 Student respond

Repetition and extension

 Repeats
 Extends/elaborates

Self- and parallel talk

 Maps own actions with language
 Maps student action with language

Advanced language
 Variety of words
 Connected to familiar words and/or ideas
 Teacher-Student Interactions

Social and Emotional Development

Breakout - 1
Setting up Environments
 Teacher-Student Interactions

Social and Emotional Development

Breakout - 2
Creating Curriculum

Images from:
http://images.wisegeek.com/teacher-and-three-young-students.jpg
http://www.rasmussen.edu/degrees/education/blog/7-teaching-strategies-for-ece-classroom/
https://www.mindful.org/wp-content/uploads/kindness_feature_551444bc61567.png
 Teacher-Student Interactions

Social and Emotional Development

Breakout - 3
Everyday Interactions

Images From:
http://usfpcl.org/attachments/SAM_4189.JPG
https://www.gulfcoast.edu/images/epi/maggieheldreth.jpg
https://greatoakschool.org/wp-content/uploads/2015/03/EC_013.jpg
 Reminders
Social and Emotional Development
https://www.cde.ca.gov/sp/cd/re/documents/presc
hoollf.pdf
Sharing and Response
Round Table Discussion and Pesentation
from Each Table
Questions and Preparing
for What’s Next