Use our fail-safe strategies to set up your co-teaching relationship for a successful year. In my workshops on co-teaching, I ask participants to complete that simile. The marriage between co-teachers is like an elderly couple—constantly bickering about trivial details but dependent on each other. The marriage between co-teachers is like a fine wine—it gets better with age.
Co-teaching is the practice of pairing teachers together in a classroom to share the responsibilities of planning, instructing, and assessing students. In a co-teaching setting, the teachers are considered equally responsible and accountable for the classroom.
Co-teaching is often implemented with general and special education teachers paired together as part of an initiative to create a more inclusive classroom. An inclusion classroom is often chosen as the least restrictive environment since it allows students with special education needs to receive the support they require as part of their Individualized Education Program IEPbuild a stronger social connection with their peers, and benefit from the curriculum of the general education class.
As you may have guessed, having two teachers leading a classroom opens up many opportunities for students as well as the teachers. More opportunities for one on one interaction between students and teachers, leading to stronger relationships.
Students still have opportunities for specialized instruction when needed. All students can benefit from the additional supports, resources, and diversity in the classroom.
Increased independence for students with disabilities. Stronger, more creative, lessons due to teachers sharing the planning process with each other. How do co-teachers work together? One Teach, One Observe In this model, one teacher instructs while the other observes students to identify issues and assess their performance.
Station Teaching With station teaching, the lesson is divided into segments as the teachers each instruct part of the lesson at independent stations or rotate between groups of students.
This allows teachers to provide specialized support when delivering content in areas they may have more expertise in, or if their style better fits a certain part of a lesson.
Parallel Teaching In the parallel teaching model, the teachers divide the class into two groups and they instruct each group with the same content simultaneously. In this arrangement, the smaller groups allow closer supervision and more opportunities for interaction between the students and teacher.
Alternate Teaching In this method, one teacher handles a larger group, while the other teaches a small group who need specialized attention and additional supports. Team Teaching Team teaching requires the strongest partnership, but can be one of the most fulfilling methods of co-teaching.
When the co-teachers are prepared to use various models and are comfortable sharing their classroom as equals, the experience for students can be seamless and effective. Of course, there is an adjustment period for new co-teachers, and the teachers must be dedicated to making their partnership work.
Co-teachers must manage varying levels of preparation for each model, differences in their knowledge and teaching styles, and the individual needs of students.In a co-teaching relationship, also known as a “push-in” arrangement, a general education teacher partners with a specialist who may be certified in teaching English Language Learners (ELLs), students with learning disabilities, or some other special population.
Dissertations. As the culminating experience of their graduate programs, with the guidance of the faculty, our PhD students are producing dissertations which contribute to the knowledge base regarding education and offer important insights about improving educational practices and policies.
Daunarummo, Andrea, "Necessary Supports for Effective High School Inclusion Classrooms: Perceptions of Administration, General Education Teachers, and Special Education Teachers" (). Seton Hall University Dissertations and Theses (ETDs).
Business leaders who participate in this congress are expected to gain insightful reflections and ideas through dissertations, dialogues and practical examples of peers, Christian Churches representatives, renowned speakers and panelists from the academia aiming to encourage and help them in their quest for the transformation of business into a noble vocation a transformation that needs to.
In my own co-teaching and my work with educators, I’ve found successful relationships boil down to three essential ingredients, which I will discuss in detail. Choose a Model Early The beginning of the school year, or even prior to the start of school, is the key time to decide which co-teaching .
ADVANCED WRITING. IN ENGLISH AS A FOREIGN LANGUAGE A Corpus-Based Study of Processes and Products Horvath Jozsef Lingua Franca Csoport ADVANCED WRITING IN ENGLISH.