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Co-Teaching Chatboard

Successful Strategies?

by Rock

Aug 7, 2011

What are some strategies for making co-teaching work? Random thoughts are great. Thanks.

view previous comments

Cristina I'm posting a comment in the event that it may benefit CA SpEd or any others out there.

The co-teaching model can be a bit tricky. There are 3 different scenarios that I have observed. The first is the ones similarly described before by NY and upstatenyteach. When both teachers work together, respect each other and can go back and forth w...See MoreI'm posting a comment in the event that it may benefit CA SpEd or any others out there.

The co-teaching model can be a bit tricky. There are 3 different scenarios that I have observed. The first is the ones similarly described before by NY and upstatenyteach. When both teachers work together, respect each other and can go back and forth without students knowing which role the teacher is playing; it works beautifully.

Unfortunately, in Miami-Dade County, FL, I have seen a couple of other sides to the co-teaching model. While it's wonderful to see spec. needs students being mainstreamed and challenged within the gen-ed population, without the proper teachers, it fails miserably. What do I mean by proper teachers?! Teachers who regardless of their placement, T-E-A-C-H!! Those that were once exclusively spec ed and liked it because they had control, now, are placed in a co-teaching model and slack off or are confrontational.

I have seen teachers not plan together or even know what the other is truly doing with a student. It makes me irate because not only am I special ed teacher but, I discovered these situation within my own son's classroom.

It is at that point that you start to wonder whether an inclusion model will actually work for these students. Without a successful co-teaching model, the students go from a slightly more comfortable but controlled environment to somewhat chaotic.

I believe that when two teachers are going to be placed in a co-teaching environment, they should have a period of time to get to know each other and bounce ideas off each other as well as having a sit down with an administrator who can be objectively look at the situation and know off the bat whether it will work.

On 9/22/12, CA SpEd Teacher wrote: > These are great strategies, thank you for your posts. I am > currently at a Middle School in CA where the Special Education model > has changed from pull-out modified classes to co-teaching in the > general education. I LOVED teaching my students modified courses > and the ability to base my lessons off of their needs. I miss it BUT > on the other hand they are being challenged in the general education > classes this year. Their behavior has improved, their effort, etc. I > just don't know where I fit in. I am with 3 different math > teachers, one period per day in 6th, 7th & 8th grade.... It is a > LONG day and there is NO planning time. Any suggestions, models or > strategies that would work for this situation? > > On 9/07/11, upstatenyteach wrote: >> I think Ny Co-teacher makes an important point - you need to make >> sure that both of you are the teachers. The students should know >> that both of you have equal authority and teaching >> responsibilities. >> >> I have been coteaching for 3+ years and have loved every minute >> of it. Here's some of the things I have done with my co-teacher: >> >> -I may be teaching a strategy (stay note-taking), and she models >> it on the board. She also models ANYTHING we expect students to >> do. >> -We do split class activities and stations where each of us has a >> specific activity. Sometimes we switch and sometimes they are >> just two groups with two different assignments based on ability. >> -We carry on conversations during class to show the students how >> communication is vital. For example, if I'm explaining something >> and I'm not seeing student understanding I may say "Mrs....do you >> have a better way of explaining" We are constantly taking turns >> speaking and explaining things in different ways. >> -I may create an assignment but then she may modify it for some >> special education students. >> -Everything that is going to happen in our classroom, we both >> know in advance because we have talked about it. No surprises - >> surprises aren't fair for either one of us. >> -During parent conferences, we are both there to speak with >> parents. >> -Both of us enforce the rules, and the students are well aware of >> that. We respect each other's judgment and don't contradict the >> other. (Don't let students play the "well if mommy doesn't say >> yes, I'll ask daddy) card. >> -We also both assess assignments, and students know that the >> feedback each of us provide, whether oral or written is important. >> >> If teachers have a good relationship, then student success will >> follow. Don't be afraid to ask the question, "How can we >> effectively use BOTH of us to improve student achievement?" >> >> There are lots of great articles on the internet to help you! >> >> Good Luck! >> >> >> On 9/01/11, NY Co-Teacher wrote: >>> On 8/07/11, Rock wrote: >>>> What are some strategies for making co-teaching work? >>>> Random thoughts are great. Thanks. >>> >>> I've been co-teaching in a high school setting for four years >>> now and it has been great for me. I think whats most >>> important is that the kids know from day one that you are BOTH >>> their teachers. You have to make sure they know that from the >>> start. >>> >>> Also, the planning and teaching should be split right down the >>> middle. Somebody should be able to walk into the classroom >>> and not know which teacher is the content teacher and which is >>> the special ed teacher. We plan together, and take turns >>> making copies and then alternate days in which one of us acts >>> as the "lead" teacher but we are both teaching the class. >>> Sometimes one of us is circulating or giving one on one or >>> small group extra help while the other is working with the >>> rest of the class. >>> >>> Chemistry between the co-teachers is also really important but >>> not everybody is as lucky as me to get somebody that they >>> really like and respect as a teacher. Good luck!

Jun 30, 2014

Jess I am prospective Special Ed teacher and have heard a lot about co-teaching models. The only time I watched a co-teaching model in action, the SpEd teacher kept an eye on 4 students in the class with IEPs and the GenEd teacher taught the lesson - everyday. Is this how it is often implemented?

On 6/30/14, Cristina wrote: > I'm posting a ...See MoreI am prospective Special Ed teacher and have heard a lot about co-teaching models. The only time I watched a co-teaching model in action, the SpEd teacher kept an eye on 4 students in the class with IEPs and the GenEd teacher taught the lesson - everyday. Is this how it is often implemented?

On 6/30/14, Cristina wrote: > I'm posting a comment in the event that it may benefit CA > SpEd or any others out there. > > The co-teaching model can be a bit tricky. There are 3 > different scenarios that I have observed. The first is the > ones similarly described before by NY and upstatenyteach. > When both teachers work together, respect each other and > can go back and forth without students knowing which role > the teacher is playing; it works beautifully. > > Unfortunately, in Miami-Dade County, FL, I have seen a > couple of other sides to the co-teaching model. While it's > wonderful to see spec. needs students being mainstreamed > and challenged within the gen-ed population, without the > proper teachers, it fails miserably. What do I mean by > proper teachers?! Teachers who regardless of their > placement, T-E-A-C-H!! Those that were once exclusively > spec ed and liked it because they had control, now, are > placed in a co-teaching model and slack off or are > confrontational. > > I have seen teachers not plan together or even know what > the other is truly doing with a student. It makes me irate > because not only am I special ed teacher but, I discovered > these situation within my own son's classroom. > > It is at that point that you start to wonder whether an > inclusion model will actually work for these students. > Without a successful co-teaching model, the students go > from a slightly more comfortable but controlled > environment to somewhat chaotic. > > I believe that when two teachers are going to be placed in > a co-teaching environment, they should have a period of > time to get to know each other and bounce ideas off each > other as well as having a sit down with an administrator > who can be objectively look at the situation and know off > the bat whether it will work. > > On 9/22/12, CA SpEd Teacher wrote: >> These are great strategies, thank you for your posts. I >> am currently at a Middle School in CA where the Special >> Education model has changed from pull-out modified >> classes to co-teaching in the general education. I LOVED >> teaching my students modified courses and the ability to >> base my lessons off of their needs. I miss it BUT on the >> other hand they are being challenged in the general >> education classes this year. Their behavior has improved, >> their effort, etc. I just don't know where I fit in. I am >> with 3 different math teachers, one period per day in >> 6th, 7th & 8th grade.... It is a LONG day and there is NO >> planning time. Any suggestions, models or strategies that >> would work for this situation? >> >> On 9/07/11, upstatenyteach wrote: >>> I think Ny Co-teacher makes an important point - you >>> need to make sure that both of you are the teachers. The >>> students should know that both of you have equal >>> authority and teaching responsibilities. >>> >>> I have been coteaching for 3+ years and have loved every >>> minute of it. Here's some of the things I have done with >>> my co-teacher: >>> >>> -I may be teaching a strategy (stay note-taking), and >>> she models it on the board. She also models ANYTHING we >>> expect students to do. -We do split class activities and >>> stations where each of us has a specific activity. >>> Sometimes we switch and sometimes they are just two >>> groups with two different assignments based on ability. >>> -We carry on conversations during class to show the >>> students how communication is vital. For example, if I'm >>> explaining something and I'm not seeing student >>> understanding I may say "Mrs....do you have a better way >>> of explaining" We are constantly taking turns speaking >>> and explaining things in different ways. -I may create >>> an assignment but then she may modify it for some >>> special education students. -Everything that is going to >>> happen in our classroom, we both know in advance because >>> we have talked about it. No surprises - surprises aren't >>> fair for either one of us. -During parent conferences, >>> we are both there to speak with parents. -Both of us >>> enforce the rules, and the students are well aware of >>> that. We respect each other's judgment and don't >>> contradict the other. (Don't let students play the "well >>> if mommy doesn't say yes, I'll ask daddy) card. -We also >>> both assess assignments, and students know that the >>> feedback each of us provide, whether oral or written is >>> important. >>> >>> If teachers have a good relationship, then student >>> success will follow. Don't be afraid to ask the >>> question, "How can we effectively use BOTH of us to >>> improve student achievement?" >>> >>> There are lots of great articles on the internet to help >>> you! >>> >>> Good Luck! >>> >>> >>> On 9/01/11, NY Co-Teacher wrote: >>>> On 8/07/11, Rock wrote: >>>>> What are some strategies for making co-teaching work? >>>>> Random thoughts are great. Thanks. >>>> >>>> I've been co-teaching in a high school setting for four >>>> years now and it has been great for me. I think whats >>>> most important is that the kids know from day one that >>>> you are BOTH their teachers. You have to make sure they >>>> know that from the start. >>>> >>>> Also, the planning and teaching should be split right >>>> down the middle. Somebody should be able to walk into >>>> the classroom and not know which teacher is the content >>>> teacher and which is the special ed teacher. We plan >>>> together, and take turns making copies and then >>>> alternate days in which one of us acts as the "lead" >>>> teacher but we are both teaching the class. Sometimes >>>> one of us is circulating or giving one on one or small >>>> group extra help while the other is working with the >>>> rest of the class. >>>> >>>> Chemistry between the co-teachers is also really >>>> important but not everybody is as lucky as me to get >>>> somebody that they really like and respect as a >>>> teacher. Good luck!

Apr 4, 2015

SFox On 9/07/11, upstatenyteach wrote: > I think Ny Co-teacher makes an important point - you need to make > sure that both of you are the teachers. The students should know > that both of you have equal authority and teaching > responsibilities. > > I have been coteaching for 3+ years and have loved every minute > of it. Here's som...See MoreOn 9/07/11, upstatenyteach wrote: > I think Ny Co-teacher makes an important point - you need to make > sure that both of you are the teachers. The students should know > that both of you have equal authority and teaching > responsibilities. > > I have been coteaching for 3+ years and have loved every minute > of it. Here's some of the things I have done with my co-teacher: > > -I may be teaching a strategy (stay note-taking), and she models > it on the board. She also models ANYTHING we expect students to > do. > -We do split class activities and stations where each of us has a > specific activity. Sometimes we switch and sometimes they are > just two groups with two different assignments based on ability. > -We carry on conversations during class to show the students how > communication is vital. For example, if I'm explaining something > and I'm not seeing student understanding I may say "Mrs....do you > have a better way of explaining" We are constantly taking turns > speaking and explaining things in different ways. > -I may create an assignment but then she may modify it for some > special education students. > -Everything that is going to happen in our classroom, we both > know in advance because we have talked about it. No surprises - > surprises aren't fair for either one of us. > -During parent conferences, we are both there to speak with > parents. > -Both of us enforce the rules, and the students are well aware of > that. We respect each other's judgment and don't contradict the > other. (Don't let students play the "well if mommy doesn't say > yes, I'll ask daddy) card. > -We also both assess assignments, and students know that the > feedback each of us provide, whether oral or written is important. > > If teachers have a good relationship, then student success will > follow. Don't be afraid to ask the question, "How can we > effectively use BOTH of us to improve student achievement?" > > There are lots of great articles on the internet to help you! > > Good Luck! > > > On 9/01/11, NY Co-Teacher wrote: >> On 8/07/11, Rock wrote: >>> What are some strategies for making co-teaching work? >>> Random thoughts are great. Thanks. >> >> I've been co-teaching in a high school setting for four years >> now and it has been great for me. I think whats most >> important is that the kids know from day one that you are BOTH >> their teachers. You have to make sure they know that from the >> start. >> >> Also, the planning and teaching should be split right down the >> middle. Somebody should be able to walk into the classroom >> and not know which teacher is the content teacher and which is >> the special ed teacher. We plan together, and take turns >> making copies and then alternate days in which one of us acts >> as the "lead" teacher but we are both teaching the class. >> Sometimes one of us is circulating or giving one on one or >> small group extra help while the other is working with the >> rest of the class. >> >> Chemistry between the co-teachers is also really important but >> not everybody is as lucky as me to get somebody that they >> really like and respect as a teacher. Good luck!

I work in a school where every classroom K-5 uses the Co-Teaching methods. There are many different ways one can accomplish this. I personally utilize three of the six different methods. Parallel teaching, alternative teaching, and station teaching are the methods that my co-teacher and I find most beneficial for the students that we have in our classroom this year. The method that you choose to utilize should be based on a few different things, such as the relationship that you have with your co-teacher, the students within your room, and the lesson you are teaching. Both members of your team need to be fully invested in the planning of the lessons and comfortable with the method you choose. The dynamic between you and your co-teacher is extremely important! What methods do others use the most and find the most beneficial?

Apr 9, 2016

Nancy Burrello Working with four other teachers at my grade level is not same as co-teaching. We did make lessons together and it greatly helped us. We disagreed on some things but worked them out there. One thing the students need to feel that you respect each other. You can always turn and ask what is your ideas? that way you do not feel she is disagreeing with...See More

May 3, 2017

Deann Marin Always talk things over with your co-worker. Make sure that you don't let the kids come between you.

Jun 19, 2017

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