The Infant Toddler Intensive Technical Assistance Model Pilot Project (ITITA Model) is making a difference in the lives of children, teachers, directors and the Technical Assistance Practitioners (TAs) working with them. Last time we shared the success of collaboration between TAs and directors. We’re excited to share with you another success story of an “a-ha!” moment.
A TA practitioner working with a teacher said she had explained, modeled and encouraged self and parallel talk with the teacher. This CLASS term includes describing your own actions with language and narrating the children’s action with language. As a result of these discussions, the TA and teacher decided to make self and parallel talk a goal on the jointly created action plan.
As a learning and reflection tool, the TA then videotaped the teacher while she changed a diaper. Before viewing the video together, the teacher believed she was doing well with self and parallel talk. However, while the TA and teacher sat down together, viewed the video and looked for evidence of this, the teacher was surprised that she, in fact, was not engaging in self and parallel talk.
This experience led to the teacher having an “a-ha!” moment and allowed the TA to praise the teacher for her self-awareness. This discovery led to them strategize how the diaper changing experience could be enhanced going forward. Through reflection, the teacher decided she would verbally label items used in the diapering process and talk through the process out loud with the children. The TA was delighted with the powerful outcome videotaping provided in this scenario.
Another example is when a novice TA practitioner began her career attempting to build a relationship with two veteran infant teachers. These teachers felt that their many years of experience surpassed the knowledge that she could offer. The TA took time to reflect and committed herself to creating a bond with them, so they would consider what she has to offer.
During her visits, the TA would look for positive CLASS interactions exhibited by the teachers and discreetly jot them down on a sticky note. She then posted them secretly throughout the room for the teachers to discover.
The teachers loved finding notes with praise such as, “I noticed that you pointed out the mobile to Gigi as you changed her diaper. What a great example of joint attention!”
When the teachers shared their surprise upon finding the notes, they also shared their appreciation and delight. Focusing on the teacher’s strengths has given the TA hope that these relationships can build on the positive experiences and continue to improve.
Meet the Infant Toddler Intensive Technical Assistance Model Pilot Program Team