Collaborative teaching in an inclusive model has been with us for several decades now, which makes me wonder why can't we get it right and if not right, then better?
When considering the issues discussed by my students, it occurred to me that maybe some co-teachers still don't know what is needed to make this relationship thrive.
Approaches to co-teaching--there are 6 of them according to Friend and Cook. Take a moment to review and try them out in your class room. Click here for more information.
Be an active participant in every class--just because there are two of you doesn't mean one gets a break. If one person is teaching, then the other should be working with students. (See the 6 teaching approaches above for suggestions about the roles of both teachers.)
Common planning time--this is a must! If your school doesn't provide you with common planning time, then consider looking into your schedule for time that can be dedicated to making your classroom work. You are together for a year, it is worth sacrificing some of your prep time to this endeavor.
Differentiate up and down--if you are teaching in the inclusion setting, you have students with varying needs. It is important that you address all needs, including your advanced students. Consider using the principles of Universal Design for Learning (UDL) to guide you.
Expand your horizons--learn from your co-teacher and the content area you teach together. Encourage your co-teacher to learn about your work, too.
Flexibility--because there are two people and as many as 30 students involved, even the best planned lessons and units may change. Be flexible when this happens and create a plan together to get back on track.
Give you partner a chance. You are two different people with two different points of view. Hear each other out and give the other person an opportunity to share what they know. You are both certified in different areas; learn from each other.
Honesty--if this relationship is going to work, then you have to be honest with each other. In a constructive way, have regular discussions with your co-teacher about the happenings in your classroom. Sometimes all you have to do is speak up to prevent communication break down.
Insist on a common discipline system for the class-create a plan that you both agree to follow. This will prevent you having to assume the good cop, bad cop roles.
Join forces--recognize that two heads are better than one and two bodies cover more ground in a classroom. Work together as a team to divide the work load and reach the needs of all learners in the room.
Kindness--your co-teacher will be your partner for a full year so be kind. In these high stress situations, we sometimes forget to do this.
Lesson Plans- both parties need them so they can contribute to the classroom. This is nonnegotiable.
Modifications--the content, process and product of a lesson may need to be differentiated so all parties can learn. Be open to the idea that not all students should learn the exact same thing in the exact same way.
Names, as in two, on everything--both teachers' names need to appear, from notes home to report cards and the door sign.
Outline your thoughts, ideas and beliefs for your co-teacher at the beginning of the year with the S.H.A.R.E worksheet by Murawski and Dieker.
Patience--co-teaching is challenging, especially in the secondary setting. Have patience when things don't work out and be willing to return to the drawing board to make a new plan.
Question what you don't understand in the classroom. We encourage our students to ask questions, so let's take our own advice. If you are unsure about the content of a lesson, a policy in the room or an action by your co-teacher, ask about it.
Release the reigns--as teachers, we like to be in control of everything, however when you have a co-teacher this responsibility must be shared. It is not your classroom, it is a shared classroom.
Small group instruction should be the foundation of the co-teaching setting. Both teachers need to acknowledge that in the course of the day, students need time for remedial and enrichment small groups.
Take a step back--before you react to something that isn't going well, take a minute to think about it and look at the big picture. Avoid blaming your partner for shortcomings that are occurring in your shared room.
Unit planning--considering taking time once month to devise a big picture plan. This will ensure that both teachers know the direction of the next couple of weeks and can contribute to this vision.
Voice your Concerns--if something doesn't seem right to you, speak up. If you feel that your students needs aren't being met or you are moving too quickly through the content, share this with your co-teacher. Don't let your bad feeling fester; stop and talk about them with your co-teacher.
Work in progress--know that your relationship is a work in progress and as such it will need readjustments and time to grow.
Xtra Support--because working in a collaborative team is challenging, ask for support from your administration. Professional development about how to make this relationship work is available and beneficial, whether you are new to the setting or have been doing it for many years
Yearly review--if you are lucky enough to have a partner for more than one year, spend time at the end of the year discussing what worked and what needs to change. This will make you more powerful for round two.
Zero tolerance for failure--consider having a policy that provides your students with the opportunity to remedy their failures and missing work. To learn more about this idea, watch Rick Wormeli talk about redos and retakes as a policy.
When considering the issues discussed by my students, it occurred to me that maybe some co-teachers still don't know what is needed to make this relationship thrive.
Approaches to co-teaching--there are 6 of them according to Friend and Cook. Take a moment to review and try them out in your class room. Click here for more information.
Be an active participant in every class--just because there are two of you doesn't mean one gets a break. If one person is teaching, then the other should be working with students. (See the 6 teaching approaches above for suggestions about the roles of both teachers.)
Common planning time--this is a must! If your school doesn't provide you with common planning time, then consider looking into your schedule for time that can be dedicated to making your classroom work. You are together for a year, it is worth sacrificing some of your prep time to this endeavor.
Differentiate up and down--if you are teaching in the inclusion setting, you have students with varying needs. It is important that you address all needs, including your advanced students. Consider using the principles of Universal Design for Learning (UDL) to guide you.
Expand your horizons--learn from your co-teacher and the content area you teach together. Encourage your co-teacher to learn about your work, too.
Flexibility--because there are two people and as many as 30 students involved, even the best planned lessons and units may change. Be flexible when this happens and create a plan together to get back on track.
Give you partner a chance. You are two different people with two different points of view. Hear each other out and give the other person an opportunity to share what they know. You are both certified in different areas; learn from each other.
Honesty--if this relationship is going to work, then you have to be honest with each other. In a constructive way, have regular discussions with your co-teacher about the happenings in your classroom. Sometimes all you have to do is speak up to prevent communication break down.
Insist on a common discipline system for the class-create a plan that you both agree to follow. This will prevent you having to assume the good cop, bad cop roles.
Join forces--recognize that two heads are better than one and two bodies cover more ground in a classroom. Work together as a team to divide the work load and reach the needs of all learners in the room.
Kindness--your co-teacher will be your partner for a full year so be kind. In these high stress situations, we sometimes forget to do this.
Lesson Plans- both parties need them so they can contribute to the classroom. This is nonnegotiable.
Modifications--the content, process and product of a lesson may need to be differentiated so all parties can learn. Be open to the idea that not all students should learn the exact same thing in the exact same way.
Names, as in two, on everything--both teachers' names need to appear, from notes home to report cards and the door sign.
Outline your thoughts, ideas and beliefs for your co-teacher at the beginning of the year with the S.H.A.R.E worksheet by Murawski and Dieker.
Patience--co-teaching is challenging, especially in the secondary setting. Have patience when things don't work out and be willing to return to the drawing board to make a new plan.
Question what you don't understand in the classroom. We encourage our students to ask questions, so let's take our own advice. If you are unsure about the content of a lesson, a policy in the room or an action by your co-teacher, ask about it.
Release the reigns--as teachers, we like to be in control of everything, however when you have a co-teacher this responsibility must be shared. It is not your classroom, it is a shared classroom.
Small group instruction should be the foundation of the co-teaching setting. Both teachers need to acknowledge that in the course of the day, students need time for remedial and enrichment small groups.
Take a step back--before you react to something that isn't going well, take a minute to think about it and look at the big picture. Avoid blaming your partner for shortcomings that are occurring in your shared room.
Unit planning--considering taking time once month to devise a big picture plan. This will ensure that both teachers know the direction of the next couple of weeks and can contribute to this vision.
Voice your Concerns--if something doesn't seem right to you, speak up. If you feel that your students needs aren't being met or you are moving too quickly through the content, share this with your co-teacher. Don't let your bad feeling fester; stop and talk about them with your co-teacher.
Work in progress--know that your relationship is a work in progress and as such it will need readjustments and time to grow.
Xtra Support--because working in a collaborative team is challenging, ask for support from your administration. Professional development about how to make this relationship work is available and beneficial, whether you are new to the setting or have been doing it for many years
Yearly review--if you are lucky enough to have a partner for more than one year, spend time at the end of the year discussing what worked and what needs to change. This will make you more powerful for round two.
Zero tolerance for failure--consider having a policy that provides your students with the opportunity to remedy their failures and missing work. To learn more about this idea, watch Rick Wormeli talk about redos and retakes as a policy.
