Learning to Cope: Co-teaching, an Answer to Learning

small group activity with Mrs. Piper
while I demonstrate to the others

Co-teaching in the classroom

What is co-teaching in the classroom? Co-teaching is two or more certified professionals who share the responsibility of planning, instructing, and assessing of all students in a diversified classroom. Co-teaching does not involve neglecting frameworks or curricular goals. It does in fact involve a closer ongoing assessment of individual students facilitating instructional strategies in a co-teaching format. Most importantly, differentiated routines are utilized to reach as many students as possible. Differentiated routines may often include behavioral accommodations, addressing learning styles via the appropriate manner, and assessing readiness levels before children fall through the cracks. In addition, it is both beneficial and fun for both the teachers and students. Teachers can share responsibilities and possibly take charge of those responsibilities in which that particular feels he or she may accomplish well. It helps for students to receive different aspects in regarding the same concept. Thereby, the frustration level of the teachers is reduced exponentially.

Expectations of co-teaching in the classroom do not lower standards or expectations, but rather raise the bar and possibilities. The children’s work load remains the same, with only more time for differentiation, which promotes learning individually. Furthermore, peer support is enhanced and students obtain a confidence boost.

In order for co-teaching to be effective, it is essential that the staff be a team utilizing the following: collaboration, planning together, and student support. “Teamwork divides the task and multiplies the success .” (Author unknown)

There are multiple formats of co teaching, which include: One teach, One Support, Parallel Teaching, Station Teaching, Alternative Teaching and Team Teaching.

We practice co-teaching in my seventh period class for a number of reasons which include slower learners , apathetic learners, and defiant learners. We also must deal with behavioral problems among this group. Both I and my co-teacher prefer Team Teaching, although we have employed other methods. During Team Teaching, both teachers share instruction of students. We take turns leading discussions, demonstrating, speaking, modeling note taking, and we often role play. In order for this method to be effective, both trust and commitment are required. Furthermore, it is popular belief among co-teachers this approach is the most rewarding.

Why Co-Teach? Teachers reported they benefited professionally. There are dramatic benefits to students with disabilities because of additional attention received by students, exposure to peer models for appropriate behavior, and passing grades for most students. In contrast, Benefits to students without disabilities include increased cooperation among students, increased academic benefits from extra teacher attention, and positive effects of co-teaching collaboration as a social model for students.

Co-Teaching Measurable Outcomes are evident. There are fewer Special Education Referrals, improved student performance, progress monitoring is possible and more accurate, improvements are found on DIBELS, DRA, DSA, growth on the Benchmark occurs, and fewer discipline referrals exist.

Bill Bradley sums up the key to making co-teaching work: “Respect your fellow human being, treat them fairly, disagree with them honestly, enjoy their friendship, explore your thoughts about one another candidly, work together for a common goal and help one another achieve it.”

From my own personal experience, I love co-teaching and only wish schools had enough funding to employ this method in all classrooms! I believe we all benefit from it, both teachers, students, and our future since differentiation is such an intricate part of teaching today. In addition, some of the pressure is taken off the one teacher alone.

More Later…..