Provides both teachers with an active instructional role, Introduces students to complementary teaching styles and personalities, Allows for lessons to be presented by two different people with different teaching styles, Models multiple ways of presenting and engaging with information, Models for students what a successful collaborative working relationship can look like, Provides more opportunities to pursue teachable moments that may arise, Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom, Necessitates a lot of planning time and coordination of schedules, Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated using a rubric or other non-subjective methods. Co-teachers might decide to use a parallel model one day, splitting the class into two so that students get more of a chance to participate. The specialist incorporates her unique skills into instruction so that all students are successful. Here are a few teaching strategies that are a staple in most classrooms. Anne Beninghof. Download the PDF from here. , Tag team teaching Simultaneous teaching means two teachers at the front of the class guiding students through the materi… When one teacher is directly instructing the students, the other should be observing. Here’s what you need to know about the team teaching method: Both teachers teach at the front of the room and move about to check in with students (as needed). Click Here to Subscribe to Instructor Magazine. Allows one teacher to teach a lesson without interruption from students who need assistance, Gives real-time help for students who need it, Allows teachers to use proximity to keep students on task, Provides for increased classroom management, which can be helpful if the class makeup is particularly challenging, Can provide newer teachers with the opportunity to observe more experienced teachers, Can create a dynamic in which students see one teacher as the one who manages behavior, Can appear as though one teacher is more “in charge” than the other, Sets up a possible expectation that one-to-one support can always be immediate, Requires solid planning to make sure the supporting teacher is used efficiently, When one teacher is more familiar and comfortable with teaching a strategy, and you know many students will need individual support. (RTI). and are used with permission. 40+ A special education teacher at one of my workshops in California told me that she was tired of “being the one to always make copies.” I suggested that she and her partner brainstorm a list of tasks that make their class run effectively and decide who will do what. Alternative teaching is also sometimes described as “big group/small group” teaching. Knowing how to read an IEP or 504 plan, implement accommodations, and participate in IEP meetings is a shared responsibility. 2. , It affords teachers opportunities to incorporate co-teaching strategies, grouping and educating students in ways that are not possible with just one teacher. Keep setting aside time to collaborate. multiple ways of presenting and engaging with information, When students would benefit from learning content and skills using multiple strategies and having access to more than one teacher’s experience and perspective. Use inclusive vocabulary. Small groups are often put together based on students’ learning needs. Use our fail-safe strategies to set up your co-teaching relationship for a successful year. The co-teaching model of student teaching allows students increased opportunities to get help when and how they need it. If, instead, we had automatically grouped students based on their labels, a few might have fallen through the cracks. However, not all teachers are familiar with co-teaching models, the planning and collaboration it takes, or the different ways it can look in a classroom. Building a strong relationship with your co-teacher and talking through when it makes sense to swap roles can make it easier. Provides additional support to struggling students without specifically singling them out, Gives a chance to re-teach, review, and pre-teach, Allows for intervention as well as enrichment opportunities, Requires strong data collection in order to group students appropriately, May make students feel self-conscious, especially if they’re often in the small group, Can be challenging to control for noise, distraction, and enough space when working in the same classroom, Needs careful planning to make sure students don’t miss material being taught to the large group. In the “one teach, one assist” model of co-teaching, one teacher teaches a full group lesson, while the other teacher roams and helps individual students. It is a dynamic process in which the teacher and coach work together to move student learning forward. Use the... 3. The responses run the gamut from horror story to every teacher’s dream: The marriage between co-teachers To create a successful co-teaching classroom, it is important to learn about your co-teaching partner. 2. is a clinical professor in the department of special education at Hunter College in New York City. This is an excellent model, but be aware that it requires an enormous amount of co-planning time. Sign up for weekly emails containing helpful resources for you and your family. Use signposting. It’s also essential that both teachers share behavior management equally. You have identified which of these tasks on a daily basis, and every day is a dynamic process which! When it makes sense to swap roles can make it easier 6 models of can! Covering the same information simultaneously in different sections of the greatest benefit to this approach is the # provider... Occasional relationship challenges as it usually results in a marriage, partners should also clarify who in! 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